1

NEW
SECONDARY
MATHEMATICS
TEACHER’S RESOURCE BOOK 2

OLS & CO
HO LL
SC APSACS
EG
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ARMY PUB

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ARMY PUBLIC SCHOOLS & COLLEGES SYSTEM

YSTEM

IS E
HA HIN
LL RISE AND S

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Title Verso

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 CONTENTS
Scheme of Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Chapter 1: Direct and Inverse Proportions
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Chapter 2: Expansion and Factorisation of Quadratic Expressions
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Chapter 3: Sets
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Chapter 4: Triangles, Quadrilaterals and Polygons
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Chapter 5: Further Expansion and Factorisation of Algebraic Expressions
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Chapter 6: Congruence and Similarity
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Chapter 7: Perimeter and Area of Plane Figures
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Chapter 8: Statistical Data Handling
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

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 Secondary 2 Mathematics Scheme of Work

1
Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection
1 1 1.1 Direct • Explain the concept Demonstrate an Investigation – Investigation –
Direct and Proportion of direct proportion understanding of ratio Direct Proportion Direct Proportion
Inverse • Solve problems and proportion
Proportions involving direct Class Discussion – Class Discussion –
proportion Real-Life Real-Life Examples
Examples of of Quantities in
Quantities in Direct Proportion
Direct Proportion

1 1.2 Algebraic and • Explain the concept Express direct variation Thinking Time Thinking Time
Graphical of direct proportion in algebraic terms
Representation using tables, and use this form of Investigation – Thinking Time

iv
of Direct equations and graphs expression to find Graphical
Proportion • Solve problems unknown quantities Representation of Ex 1A Q 15(iv)
involving direct Direct Proportion
proportion Construct tables of
values and draw graphs Thinking Time
for functions of the
form axn where a is a
rational constant, n =
–2, –1, 0, 1, 2, 3, and
simple sums of not
more than three of these
and for functions of the
form kax where a is a
positive integer
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection
1 1.3 Other Forms • Explain the concept Investigation – Investigation – Other
of Direct of direct proportion Other Forms of Forms of Direct
Proportion using tables, Direct Proportion Proportion
equations and graphs
• Solve problems Thinking Time Thinking Time
involving direct
proportion
2 1.4 Inverse • Explain the concept Demonstrate an Investigation – Investigation –
Proportion of inverse proportion understanding of ratio Inverse Proportion Inverse Proportion
• Solve problems and proportion
involving inverse Class Discussion – Class Discussion –
proportion Real-Life Real-Life Examples
Examples of o f Quantities in
Quantities in Inverse Proportion
Inverse Proportion

2 1.5 Algebraic and • Explain the concept Express inverse Thinking Time Thinking Time

v
Graphical of inverse proportion variation in algebraic
Representations using tables, terms and use this form Investigation – Thinking Time
of Inverse equations and graphs of expression to find Graphical
Proportion • Solve problems unknown quantities Representation of Just For Fun
involving inverse Inverse Proportion
proportion Construct tables of
values and draw graphs Thinking Time
for functions of the
form axn where a is a
rational constant, n =
–2, –1, 0, 1, 2, 3, and
simple sums of not
more than three of these
and for functions of the
form kax where a is a
positive integer

1
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection

1
2 1.6 Other Forms • Explain the concept Worked Example
of Inverse of inverse proportion 14
Proportion using tables,
equations and graphs
• Solve problems
involving inverse
proportion
2 Miscellaneous Solutions for
Challenge
Yourself
5 2 2.1 Quadratic • Recognise quadratic Practise Now
Expansion and Expressions expressions
Factorisation Practise Now
of Quadratic
Expressions Practise Now

5 2.2 Expansion and • Expand and simplify Class Discussion – Practise Now
Simplification quadratic expressions Expansion of

vi
of Quadratic Quadratic Class Discussion
Expressions Expressions of the – Expansion of
Form Quadratic
(a + b)(c + d) Expressions of
(p. 102) the Form
(a + b)(c + d)

6 2.3 Factorisation • Use a multiplication Factorise where Main Text Practise Now
of Quadratic frame to factorise possible expressions of
Expressions quadratic expressions the form:
a2 + 2ab + b2
ax2 + bx + c
6 Miscellaneous Solutions for
Challenge
Yourself
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection
24 3 3.1 Introduction to • Describe a set in Use set language, set Class Discussion – Class Discussion –
Sets Set Notations words, list all the notation and Venn Well-defined and Well-defined and
elements in a set, and diagrams to describe Distinct Objects in Distinct Objects in
describe the elements sets and represent a Set a Set
in a set relationships between
• State and use the sets Thinking Time Attention
terms ‘set’, ‘element’,
‘equal sets’, ‘empty Definition of sets: Thinking Time
set’ e.g. A = {x : x is a
24 3.2 Venn Diagrams, • State and use the natural number}, Thinking Time Thinking Time
Universal terms ‘universal set’, B = {(x, y): y = mx +
Set and ‘complement of a c}, Class Discussion – Class Discussion –
Complement of set’, ‘subset’, ‘proper C = {x : a ≤ x ≤ b}, Understanding Understanding
a Set subset’ D = {a, b, c, …} Subsets
• Use Venn diagrams
to represent sets,
including universal
sets, complement of a

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set and proper subsets
24 3.3 Intersection of • State and use the term
Two Sets ‘intersection of two
sets’,
• Use Venn diagrams
to represent sets,
including intersection
of two sets
25 3.4 Union of Two • State and use the term
Sets ‘union of two sets’
• Use Venn diagrams
to represent sets,
including union of
two sets
25 3.5 Combining • Solve problems using Worked Example Thinking Time
Universal Set, set notations and 9
Complement of Venn diagrams Performance Task
a Set, Subset, Thinking Time
Intersection and
Union of Sets Performance Task

1
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection

1
25 Miscellaneous Solutions for
Challenge
Yourself
18 4 4.1 Triangles • Identify different Use and interpret the Investigation – Investigation – Thinking Time
Triangles, types of triangles and geometrical terms: Basic Properties of Basic Properties
Investigation –
Quadrilaterals state their properties interior and exterior a Triangle of a Triangle
Basic Properties of a
and Polygons • Solve problems angles
Triangle
involving the
properties of triangles Use and interpret
vocabulary of triangles

Calculate unknown
angles and give simple
explanations using
angle properties of
triangles
Thinking Time

viii
18 4.2 Quadrilaterals • Identify different Calculate unknown Investigation – Investigation – Thinking Time
types of special angles and give simple Properties Properties
Just for Fun
quadrilaterals and explanations using of Special of Special
state their properties angle properties of Quadrilaterals Quadrilaterals
• Solve problems quadrilaterals
involving the
properties of special Use and interpret
quadrilaterals vocabulary of
quadrilaterals
Thinking Time
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection
19 4.3 Polygons • Identify different Use and interpret Investigation – Class Discussion Main Text –
types of polygons and vocabulary of polygons Sum of Interior – Naming of ‘The shapes shown
state their properties Angles of a Polygons in Fig. 11.13 are not
• Solve problems Calculate unknown Polygon polygons. Why?’
involving the angles and give simple Internet
Investigation – Thinking Time
properties of explanations using Resources
Tessellation
polygons angle properties of Journal Writing
regular and irregular Investigation – Investigation –
Investigation
polygons Sum of Exterior Sum of Exterior
– Sum of Exterior
Angles of a Angles of a
Angles of a Pentagon
Pentagon Pentagon

Main Text

Thinking Time Thinking Time

Ex 11C Q 19(ii) –
Class Discussion – (iv)

ix
Naming of
Polygons

Thinking Time

Investigation –
Properties of a
Regular Polygon

Journal Writing

19 Miscellaneous Solutions for

Challenge
Yourself

1
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection

1
6 5 5.1 Expansion and • Expand and simplify Expand product of Thinking Time
Further Factorisation algebraic expressions algebraic expressions
Expansion and of Algebraic • Use a multiplication
Factorisation Expressions frame to factorise
of Algebraic algebraic expressions
Expressions
7 5.2 Expansion • Recognise and apply Class Discussion –
Using Special the three special Special Algebraic
Algebraic algebraic identities Identities
Identities to expand algebraic
expressions
7 5.3 Factorisation • Recognise and apply Factorise where
Using Special the three special possible expressions of
Algebraic algebraic identities the form:
Identities to factorise algebraic a2 + 2ab + b2
expressions ax2 + bx + c
ax + bx + kay + kby
a2x2 – b2y2
8 5.4 Factorisation by • Factorise algebraic Thinking Time Class Discussion –

x
Grouping expressions by Equivalent
grouping Class Discussion – Expressions
Equivalent
Expressions

8 Miscellaneous Solutions for

Challenge
Yourself
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection
13 6 6.1 Congruent • Examine whether two Use and interpret the Investigation – Internet Investigation –
Congruence Figures figures are congruent geometrical term: Properties of Resources Properties of
and Similarity • Solve simple congruence Congruent Figures Congruent Figures
problems involving
congruence Solve problems Thinking Time Thinking Time
and give simple Class Discussion –
explanations involving Congruence in the
congruence Real World
Main Text

Class Discussion –
Congruence in the
Real World

13 6.2 Similar Figures • Examine whether two Use and interpret the Class Discussion – Class Discussion –
figures are similar geometrical term: Similarity in the Similarity in the
• State the properties of similarity Real World Real World
similar triangles and

xi
polygons Solve problems Investigation – Investigation –
• Solve simple and give simple Properties of Properties of Similar
problems involving explanations involving Similar Polygons Polygons
similarity similarity
Thinking Time Thinking Time
Calculate lengths of
similar figures Class Discussion –
Identifying Similar
Class Discussion – Triangles
Identifying Similar
Triangles

1
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection

1
14 6.3 Similarity, • Make simple scale Read and make scale Just For Fun Performance Task
Enlargement drawings with drawings
and Scale appropriate scales Main Text
Drawings • Interpret scales on
maps Main Text

Main Text

Performance Task

14 Miscellaneous Solutions for

Challenge
Yourself
21 7 7.1 Conversion of • Convert between cm2 Use current units of Class Discussion – Class Discussion
Perimeter and Units and m2 mass, length and area International –
Area of Plane in practical situations System of Units International
Figures and express quantities System of Units
in terms of larger or

xii
smaller units
21 7.2 Perimeter and • Find the perimeter Solve problems Practise Now
Area of Basic and area of squares, involving the perimeter
Plane Figures rectangles, triangles and area of a rectangle
and circles and triangle, and the
• Solve problems circumference and area
involving the of a circle
perimeter and area of
composite figures
22 7.3 Perimeter • Find the perimeter Solve problems Investigation – Thinking Time Investigation –
and Area of and area of involving the Formula for Area Formula for Area of
Parallelograms parallelograms perimeter and area of a of a Parallelogram a Parallelogram
• Solve problems parallelogram
Practise Now Thinking Time
involving the
perimeter and area of
composite figures
Thinking Time
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection
22 7.4 Perimeter • Find the perimeter Solve problems Investigation Investigation –
and Area of and area of involving the perimeter – Formula Formula for Area of
Trapeziums trapeziums and area of a trapezium for Area of a a Trapezium
• Solve problems Trapezium
Thinking Time
involving the
Practise Now
perimeter and area of
composite figures
Thinking Time

22 Miscellaneous Solutions for

Challenge
Yourself
25 8 8.1 Introduction to Story Time
Statistical Data Statistics
Handling

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1
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection

1
25 8.2 Pictograms and • Collect, classify and Collect, classify and Main Text Main Text –
Bar Graphs tabulate data tabulate statistical data ‘Two levels in the
• Construct and school are selected
interpret data from Read, interpret and as the sample group
pictograms and bar draw simple inferences for the survey
graphs from tables and conducted by the
statistical diagrams school canteen
vendor. Are they
Construct and interpret representative of
pictograms and bar the entire school?
charts Explain your
answer.’

Main Text –
‘If the canteen
vendor decides to
sell three types of
fruits to the students,
which three should

xiv
he choose? Explain
your answer.’

Thinking Time

Practise Now Q 2(d)

(ii), (e)

Ex 15A Q 4(e), 5(iv),

6(iii)

Thinking Time

25 8.3 Pie Charts • Construct and Construct and interpret Main Text Practise Now 1 Q
interpret data from pie charts 2(iii)
pie charts
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication
Objectives (SIOs) Content Resources
× 45 min) and Connection
25 8.4 Line Graphs • Construct and Read, interpret and Worked Example Worked Example 2
interpret data from draw simple inferences 2 Q (ii) Q (iv)
line graphs from tables and
Class Discussion – Practise Now 2 Q
• Evaluate the purposes statistical diagrams
Comparison of (iv)
and appropriateness
Various Statistical
of the use of different Class Discussion –
Diagrams
statistical diagrams Comparison of
Various Statistical
Diagrams

25 8.5 Statistics in Main Text Internet Performance Task

Real-World Resources
Performance Task
Contexts
Performance Task

26 8.6 Evaluation of Explain why some Class Discussion – Class Discussion Class Discussion –
Statistics statistical information or Evaluation of – Evaluation of
diagrams can lead to a Statistics Evaluation of Statistics
misinterpretation of data Statistics

xv
Ex 15B Q 10 – 13 Ex 15B Q 8(iv),
10 – 11, 12(iii), 13

26 Miscellaneous Solutions for

Challenge
Yourself

1
 Chapter 1 Direct and Inverse Proportion
TEACHING NOTES
Suggested Approach
In Secondary One, students have learnt rates such as $0.25 per egg, or 13.5 km per litre of petrol etc. Teachers may wish to
expand this further by asking what the prices of 2, 4 or 10 eggs are, or the distance that can be covered with 2, 4 or 10 litres
of petrol, and leading to the introduction of direct proportion. After students are familiar with direct proportion, teachers can
show the opposite scenario that is inverse proportions.

Section 1.1: Direct Proportion

When introducing direct proportion, rates need not be stated explicitly. Rates can be used implicitly (see
Investigation: Direct Proportion). By showing how one quantity increases proportionally with the other quantity,
the concept should be easily relatable. More examples of direct proportion should be discussed and explored to
test and enhance thinking and analysis skills (see Class Discussion: Real-Life Examples of Quantities in Direct
Proportion). Teachers should discuss the linkages between direct proportion, algebra, rates and ratios to assess
and improve students’ understanding at this stage (see page 4 of the textbook). Teachers should also show the
unitary method and proportion method in the worked example and advise students to adopt the method that is
most comfortable for them.

Section 1.2: Algebraic and Graphical Representations of Direct Proportion

By recapping what was covered in the previous section, teachers should easily state the direct proportion formula
between two quantities and the constant k. It is important to highlight the condition k ≠ 0 as the relation would
not hold if k = 0 (see Thinking Time on page 6).

Through studying how direct proportion means graphically (see Investigation: Graphical Representation of Direct
Proportion), students will gain an understanding on how direct proportion and linear functions are related,
particularly the positive gradient of the straight line and the graph passing through the origin. The graphical
representation will act as a test to determine if two variables are directly proportional.

Section 1.3: Other Forms of Direct Proportion

Direct proportion does not always involve two linear variables. If one variable divided by another gives a constant,
then the two variables are directly proportional (see Investigation: Other Forms of Direct Proportion). In this
case, although the graph of y against x will be a hyperbola, the graph of one variable against the other will be
a straight line passing through the origin. Teachers may wish to illustrate the direct proportionality clearly by
replacing variables with Y and X and showing Y = kX, which is in the form students learnt in the previous section.

Section 1.4: Inverse Proportion

The other form of proportion, inverse proportion, can be explored and studied by students (see Investigation:
Inverse Proportion). When one variable increases, the other variable decreases proportionally. It is the main
difference between direct and inverse proportion and must be emphasised clearly.

Students should be tasked with giving real-life examples of inverse proportion and explaining how they are
inversely proportional (see Class Discussion: Real-Life Examples of Quantities in Inverse Proportion).
Teachers should present another difference between both kinds of proportions by reminding students that y is
x
a constant in direct proportion while xy is a constant in inverse proportion (see page 20 of the textbook).

Section 1.5: Algebraic and Graphical Representations of Inverse Proportion

Similar to direct proportion teachers can write the inverse proportion formula between two quantities and the
constant k. It is important to highlight the condition k ≠ 0 as the relation would not hold if k = 0 (see Thinking
Time on page 23).
Although plotting y against x gives a hyperbola, and does not provide any useful information, teachers can show
by plotting y against 1 and showing direct proportionality between the two variables (see Investigation: Graphical
x
Representation of Inverse Proportion).

1 1
Section 1.6: Other Forms of Inverse Proportion
Inverse proportion, just like direct proportion, may not involve two linear variables all the time. Again, teachers
can replace the variables with Y and X and show the inverse proportionality relation Y = k .
x
Challenge Yourself
Question 1 involves stating the relations between the variables algebraically and manipulating the equations.
For Question 2, teachers may wish to state the equation relating z, x2 and y outright initially, and explain
that when z is directly proportional to x2, y is treated as a constant. The same applies to when z is inversely
proportional to y , x2 will be considered as a constant. Question 3 follows similarly from Question 2.

1 2
WORKED SOLUTIONS • The length of a spring can be compressed or extended depending
Investigation (Direct Proportion) on the force applied on it. The force required to compress or extend
a spring is directly proportional to the change in the length of the
1. The fine will increase if the number of days a book is overdue spring. This is known as Hooke’s Law, which has many practical
increases. applications in science and engineering.
Fine when a book is overdue for 6 days 90 Teachers may wish to note that the list is not exhaustive.
2. =
Fine when a book is overdue for 3 days 45
=2
Thinking Time (Page 7)
The fine will be doubled if the number of days a book is overdue is
doubled. If we substitute k = 0 into y = kx, then y = 0.
Fine when a book is overdue for 6 days 90 This implies that for all values of x, y = 0.
3. =
Fine when a book is overdue for 2 days 30 y cannot be directly proportional to x in this case.
=3
The fine will be tripled if the number of days a book is overdue is Investigation (Graphical Representation of Direct
tripled. Proportion)
Fine when a book is overdue for 5 days 75
4. = y = 15x in this context means that for any additional number of a day
Fine when a book is overdue for 10 days 150
a book is overdue, the fine will increase by 15 cents.
1
= 1. Fine (y cents)
2
The fine will be halved if the number of days a book is overdue is
150
halved.
Fine when a book is overdue for 3 days 45 135
5. =
Fine when a book is overdue for 9 days 135 120
1 105
=
3 90
1
The fine will be reduced to of the original number if the number 75
3
60
1
of days a book is overdue is reduced to of the original number.
3 45
30
Class Discussion (Real-Life Examples of Quantities in
15
Direct Proportion) Number
of days
0 1 2 3 4 5 6 7 8 9 10
The following are some real-life examples of quantities that are in direct (x)
proportion and why they are directly proportional to each other. Fig. 1.1
• In an hourly-rated job, one gets paid by the number of hours he 2. The graph is a straight line.
worked. The longer one works, the more wages he will get. 3. The graph passes through the origin.
The wages one gets is directly proportional to the number of hours
he worked. Thinking Time (Page 8)
• A Singapore dollar coin weights approximately 6 g. As the
1. Since y is directly proportional to x, y = kx
number of coins increases, the total mass of the coins will increase
1
proportionally. The total mass of the coins is directly proportional x = y
k
to the number of coins.
1
• The circumference of a circle is equivalent to the product of p and Since k ≠ 0, then we can rename = k1 where k1 is another constant.
k
the diameter of the circle. As the diameter increases, the Hence, x = k1y, where k1 ≠ 0 and x is directly proportional to y.
circumference increases proportionally. The circumference of the 2. x = k1y is the equation of a straight line. When y = 0, x = 0.
circle is directly proportional to the diameter of the circle. We will get a straight line of x against y that passes through the
• The speed of a moving object is the distance travelled by the origin.
object per unit time. If the object is moving at a constant speed, 3. If the graph of y does not pass through the origin, then y = kx + c,
as the distance travelled increases, then the time spent in travelling when c ≠ 0. Since x and y are not related in the form y = kx, y is not
increases proportionally. The distance travelled by the object is directly proportional to x.
directly proportional to the time spent in travelling for an object 4. As x increases, y also increases. This does not necessarily conclude
moving at constant speed. that y is directly proportional to x. It is important that when x
increases, y increases proportionally. Also, when x = 0, y = 0.
y = kx + c is an example of how x increases and y increases, but y is
not directly proportional to x.
3 1
Investigation (Other Forms of Direct Proportion) Time taken when speed of the car is 30 km/h 4
4. =
Time taken when speed of the car is 60 km/h 2
1. y is not directly proportional to x. The graph of y against x is not
=2
a straight line that passes through the origin.
The time taken will be doubled when the speed of the car is halved.
2. y Time taken when speed of the car is 40 km/h 3
5. =
Time taken when speed of the car is 120 km/h 1
50
=3

40 The time taken will be tripled when the speed of the car is reduced
1
to of its original speed.
30 3

Class Discussion (Real-Life Examples of Quantities in

20
Inverse Proportion)
The following are some real-life examples of quantities that are in inverse
10
proportion and why they are inversely proportional to each other.
• Soldiers often dig trenches while serving in the army. The more
x2
0 4 8 12 16 soldiers there are digging the same trench, the faster it will take.

The time to dig a trench is therefore inversely proportional to the
Fig. 1.3
number of soldiers.
y is directly proportional to x2. The graph of y against x2 is a
• The area of a rectangle is the product of its length and breadth.
straight line that passes through the origin.
Given a rectangle with a fixed area, if the length increases,
then the breadth decreases proportionally. Therefore, the length
Thinking Time (Page 16)
of the rectangle is inversely proportional to the breadth of
1. C = 0.2n + 20 the rectangle.
C – 20 = 0.2n • The density of a material is the mass of the material per unit volume.
C – 20 For an object of a material with a fixed mass, the density increases
= 0.2
n when the volume decreases proportionally. The density of the
n material is inversely proportional to the volume of the material.
= 5
C – 20 • The speed of a moving object is the distance travelled by the
n object per unit time. For the same distance, when the speed
Since = 5 is a constant, then n is directly proportional
C – 20 of the object increases, the time to cover the distance is decreased
to C – 20.
proportionally. The speed of the object is inversely proportional
The variable is C – 20.
to the time to cover a fixed distance.
2.
y – 1 = 4x
• For a fixed amount of force applied on it, the acceleration of
y –1 the object is dependent on the mass of the object. When the
= 4
x
y –1 mass of the object increases or decreases, the acceleration of
Since = 4 is a constant, then y – 1 is directly proportional the object decreases or increases proportionally. This is known
x
to x. as Newton’s Second Law and has helped to explain many physical
phenomena occurring around us.
Investigation (Inverse Proportion) Teachers may wish to note that the list is not exhaustive.
1. The time taken decreases when the speed of the car increases.
Time taken when speed of the car is 40 km/h Thinking Time (Page 24)
3
2. =
Time taken when speed of the car is 20 km/h 6 k
If we substitute k = 0 into y = , then y = 0.
1 x
=
2 This implies that for all values of x, y = 0
The time taken will be halved when the speed of the car is doubled. y cannot be inversely proportional to x in this case.
Time taken when speed of the car is 60 km/h 2
3. =
Time taken when speed of the car is 20 km/h 6
1
=
3
1
The time taken will be reduced to of the original number
3
when the speed of the car is tripled.

1 4
Investigation (Graphical Representation of Inverse 4. y
Proportion)
12
1. We would obtain a graph of a hyperbola.
11
2.
Time taken (y hours) 10
9
12
11 8
7
10
9 6

8 5

7 4

6 3

5 2

4 1
1
X=
3 0 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.1 x

2
5. The graph is a straight line that passes through the origin.
1
Speed y
is a constant.
0 10 20 30 40 50 60 70 80 90 100 110 120 (x km/h) X
6. y is directly proportional to X.
Fig. 1.4
y
3. When x = 20, y = 6. 7. y = kX, where k is a constant. is a constant and y is directly
X
When x = 40, y = 3. proportional to X.
3
Change in value of y =
6 Thinking Time (Page 27)
1 k
= Since y is inversely proportional to x, y =
2 x
The value of y will be halved when the value of x is doubled. k
x =
Speed (x km/h) 10 20 30 40 50 60 y
1 k
X= 0.1 0.05 0.033 0.025 0.02 0.017 Hence, x = , where k ≠ 0 and x is inversely proportional to y.
x y

Time taken (y hours) 12 6 4 3 2.4 2

Practise Now 1
Speed (x km/h) 70 80 90 100 110 120 (a) The cost of the sweets is directly proportional to the mass of the
1 sweets.
X= 0.014 0.013 0.011 0.01 0.009 0.008
x Method 1: Unitary Method
Time taken (y hours) 1.7 1.5 1.3 1.2 1.1 1 50 g of sweets cost $2.10.
$2.10
1 g of sweets cost .
50
$2.10
380 g of sweets cost × 380 = $15.96.
50
$15.96 = $15.95 (to the nearest 5 cents)
Method 2: Proportion Method
Let the cost of 380 g of sweets be $x.
x 2.1
Then = . x1 = x2
380 50 y1 y2
2.1
x = × 380
50
= 15.96
= 15.95 (to the nearest 5 cents)

5 1
 y2 x
Alternatively, We can also use = 2 ,
y1 x1
x 380 x1 y
= = 1 y 10
2.1 50 x2 y2 i.e. =
10 2
380
x = × 2.1 y = 5 × 10
50
= 50
= 15.96
(iii) When y = 60,
= 15.95 (to the nearest 5 cents)
60
= 5x
\ 380 g of sweets cost $15.95.
60
(b) The amount of metal is directly proportional to the mass of the metal.
\ x =
5
Method 1: Unitary Method
= 12
3
of a piece of metal weighs 15 kg. 2. Since y is directly proportional to x,
4
y2 x2
15 =
A whole piece of metal weighs kg. y1 x1
3
4 y 7
=
5 2
2 15 2
of a piece of metal weighs × = 8 kg. 7
5 3 5 y = ×5
4 2
Method 2: Proportion Method = 17.5
2 3. x 4 5 7 8 9.5
Let the mass of of the piece of metal be x kg.
5 y 24 30 42 48 57
x 15 x1 x
Then = . = 2 Since y is directly proportional to x,
2 3 y1 y2
5 4 then y = kx, where k is a constant.
15 2 When x = 5, y = 30,
x = ×
3 5 30 = k × 5
4 \ k = 6
=8 \ y = 6x
Alternatively, When y = 48,
2 48 = 6 × x
x x1 y
= 5 = 1 48
15 3 x2 y2
x =
4 6
2 = 8
When y = 57,
x = 5 × 15
3 57 = 6 × x
4 57
= 8
x =
6
2 = 9.5
\ The mass of of the piece of metal is 8 kg.
5
When x = 4,
y = 6 × 4
Practise Now 2
= 24
1. (i) Since y is directly proportional to x, When x = 7,
then y = kx, where k is a constant. y = 6 × 7
When x = 2, y = 10, = 42
10 =k×2
\ k = 5 Practise Now 3
\ y = 5x
(i) Since C is directly proportional to d,
(ii) When x = 10,
then C = kd, where k is a constant.
y = 5 × 10
When d = 60, C = 100,
= 50
100 = k × 60
Alternatively,
5
when x = 10, (x increased by 5 times)
\ k =
3
y = 5 × 10 (y increased by 5 times)
5
= 50
\ C = d
3

1 6
(ii) When d = 45, Practise Now 5
5
C = × 45 y
3 (a) Since y = 6x2, i.e. 2 = 6 is a constant, then y is directly proportional
x
= 75 to x2.
\ The cost of transporting goods is $75. y
(iii) When C = 120, (b) Since y = x3, i.e. = 1 is a constant, then y is directly
x3
5 proportional to x . 3
120 = ×d
3
3
d = 120 × Practise Now 6
5
= 72 1. (i) Since y is directly proportional to x2,
\ The distance covered is 72 km. then y = kx2, where k is a constant.
5 When x = 3, y = 18,
(iv) C =
d
3 18 = k × 32
When d = 0, C = 0.
18 = 9k
When d = 3, C = 5.
\ k = 2
C \ y = 2x2
(ii) When x = 5,
5 y = 2 × 52
C= d
3
= 50
(iii) When y = 32,
5 (3, 5)
32 = 2x2
x = 16
2

(0, 0)
0
d
\ x = ± 16
3
= ±4
(iv) Since y is directly proportional to x2, then the graph of y against
Practise Now 4 x2 is a straight line that passes through the origin.
(i) Total monthly cost of running the kindergarten y = 2x2
= $5000 + 200 × $41 When x = 0, y = 0.
= $13 200 When x = 2, y = 8.
(ii) Variable amount = $20 580 – $5000 y
= $15 580 y = 2x2
15 580
Number of children enrolled =
41
8 (2, 8)
= 380
(iii) Variable amount = n × $41
= $41n
Total monthly cost = variable amount + fixed amount
(0, 0)
\ C = 41n + 5000 x2
0 2
(iv) C = 41n + 5000
When n = 0, C = 5000. 2. Since y is directly proportional to x2,
When n = 500, C = 25 500. then y = kx2, where k is a constant.
When x = 2, y = 21,
C
21 = k × 22
25 500 C = 41n + 5000 21 = 4k
(500, 25 500) 21

\ k =
4
21 2

\ y = x
4
5000 (0, 5000) When x = 4,
n 21
0 500
y = × 42
4
C is not directly proportional to n because the line does not pass = 84
through the origin.

7 1
3. x 2 2.5 3 5 7 Practise Now 8
y 36 56.25 81 225 441 The time taken to fill the tank is inversely proportional to the number
Since y is directly proportional to x ,2 of taps used.
then y = kx2, where k is a constant. Method 1: Unitary Method
When x = 3, y = 81, 4 taps can fill the tank in 70 minutes.
81 = k × 32 1 tap can fill the tank in (70 × 4) minutes.
\ k = 9 70 × 4
7 taps can fill the tank in = 40 minutes.
\ y = 9x2 7
Method 2: Proportion Method
When y = 56.25,
Let the time taken for 7 taps to fill the tank by y minutes.
56.25 = 9 × x2
Then 7y = 4 × 70 (x1y1 = x2y2)
x2 = 6.25
4 × 70

x = 6.25 (x > 0) y =
7
= 2.5 = 40
When y = 441, \ 7 taps can fill the tank in 40 minutes.
441 = 9 × x2
x2 = 49 Practise Now 9
x = 49 (x > 0) (a) The three variables are ‘number of men’, ‘number of trenches’ and
= 7 ‘number of hours’.
When x = 2, First, we keep the number of trenches constant.
y = 9 × 22 Number of men Number of trenches Number of hours
= 36 3 2 5
When x = 5, 1 2 5×3
y = 9 × 52 5×3
5 2 =3
= 225 5
Next, we keep the number of men constant.
Practise Now 7 Number of men Number of trenches Number of hours
5 2 3
(i) Since l is directly proportional to T 2,
3
then l = kT 2, where k is a constant. 5 1
2
When T = 3, l = 220.5,
3
220.5 = k × 32 5 7 × 7 = 10.5
2
220.5 = 9k \ 5 men will take 10.5 hours to dig 7 trenches.
\ k = 24.5 (b) The three variables are ‘number of taps’, ‘number of tanks’ and
\ l = 24.5T2 ‘number of minutes’.
(ii) When T = 5, First, we keep the number of tanks constant.
l = 24.5 × 52 Number of taps Number of tanks Number of minutes
= 612.5 7 3 45
\ The length of the pendulum is 612.5 cm. 1 3 45 × 7
(iii) 0.98 m = 98 cm 45 × 7
5 3 = 6.3
When l = 98, 5
98 = 24.5T 2 Next, we keep the number of taps constant.
T 2 = 4 Number of taps Number of tanks Number of minutes
\ T = 4 (T > 0) 5 3 63
= 2 63
5 1 = 21
3
\ The period of the pendulum is 2 s.
\ 5 taps will take 21 minutes to fill one tank.

1 8
Practise Now 10 When y = 0.8,
4
1. (i) When x = 8, (x increased by 4 times) 0.8 =
x
5
y = (y decreased by 4 times) 4
4 x =
0.8
= 1.25
= 5
Alternatively,
When x = 0.5,
x2y2 = x1y1
4
8 × y = 2 × 5 y =
0.5
10 = 8
y =
8 When x = 3,
= 1.25
4
(ii) Since y is inversely proportional to x, y =
3
k 1
then y = , where k is a constant. = 1
x 3
When x = 2, y = 5,
k Practise Now 11
5 =
2
\ k = 10 (i) Since I is inversely proportional to R,
10 k
\ y = then I = , where k is a constant.
x R
(iii) When y = 10, When R = 0.5, I = 12,
10 k
10 = 12 =
x 0.5
10 \ k = 6
\ x =
10 6
\ I =
=1 R
2. Since y is inversely proportional to x, When R = 3,
x2y2 = x1y1 6
I =
3 × y = 2 × 9 3
= 2
18
y = \ The current flowing through the wire is 2 A.
3

=6 (ii) When I = 3,
3. x 0.5 1 2 3 5 6
3 =
R
y 8 4 2 1 0.8 6
1 R =
3 3
Since y is inversely proportional to x, = 2
\ The resistance of the wire is 2 Ω.
k
then y = , where k is a constant.
x
When x = 2, y = 2, Practise Now 12
k 4
2 = (a) Since y = 2 , i.e. x2y = 4 is a constant, then y is inversely proportional
2 x
\ k = 4 to x2.
4 1 xy 2 = 1 is a constant, then y2 is inversely
\ y = (b) Since y2 = , i.e. 3
x x3

When y = 4, proportional to 3
x.
4
4 = 5
x (c) Since y = , i.e. (x + 2)y = 5 is a constant, then y is inversely
x+2
4
x = proportional to x + 2.
4
= 1

9 1
Practise Now 13 When y = 16,
8
1. (i) When x = 8 = 2 × 4, (8 is 2 times of 4) 16 =
x
1 1 8
y = 2 × 2 (y is 2 times of 2 since y is inversely x =
2 2 16
proportional to x2) 1
=
1 2
= 1
2
2 x = 2
(ii) Since y is inversely proportional to x2,
k = 0.25
then y = 2 , where k is a constant.
x 1
When y = 1 ,
When x = 4, y = 2, 3
k 1 8
2 = 2 1 =
4 3 x
\ k = 32 8
x =
32 1
\ y = 2 1
x 3
(iii) When y = 8, = 6
x = 62
32
8 = 2 = 36
x
32 When x = 4,
x =
2

8 8
y =
=4 4
= 4

x = ± 4
When x = 16,
= ±2
8
2. Since y is inversely proportional to x , y =
16
k = 2
then y = , where k is a constant.
x
When x = 9, y = 6, Practise Now 14
k
6 = (i) Since F is inversely proportional to d,
9
k
\ k = 18 then F = 2 , where k is a constant.
18 d
\ y = When d = 2, F = 10,
x
When x = 25, k
10 = 2
18 2
y = k
25 10 =
= 3.6 4
\ k = 40
3. x 0.25 1 4 16 36 40
\ F = 2
1 d
y 16 8 2 2 1 When d = 5,
3
40
F = 2
Since y is inversely proportional to x , 5
k = 1.6
then y = , where k is a constant.
x \ The force between the particles is 1.6 N.
When x = 1, y = 8,
k
8 =
1
\ k = 8
8
\ y =
x

1 10
(ii) When F = 25, (ii) When y = 6,
40 2
25 = 2 6 = x
d 3
40 3
d2 = x = 6 ×
25 2
8 =9
=
5 (iii) When x = 12,
8 2
d = (d > 0) y = × 12
5 3
= 1.26 (to 3 s.f.) =8
\ The distance between the particles is 1.26 m. 4. (i) Since Q is directly proportional to P,
then Q = kP, where k is a constant.
Exercise 1A When P = 4, Q = 28,
1. (i) The number of books is directly proportional to the mass of 28 =k×4
books. \ k = 7
\ Q = 7P
108 books have a mass of 30 kg. (ii) When P = 5,
30 Q = 7 × 5
1 book has a mass of kg.
108 = 35
30 2 (iii) When Q = 42,
150 books have a mass of × 150 = 41 kg.
108 3 42 =7×P
(ii) The mass of books is directly proportional to the number P = 6
of books. 5. (a) The mass of tea leaves is directly proportional to the cost of tea
30 kg is the mass of 108 books. leaves.
108 3 kg of tea leaves cost $18.
1 kg is the mass of books.
30 18
1 kg of tea leaves cost $ .
108 3
20 kg is the mass of × 20 = 72 books.
30 18
2. (i) The number of books is directly proportional to the length 10 kg of tea leaves cost $ × 10 = $60.
3
occupied by the books. (b) The mass of sugar is directly proportional to the cost.
60 books occupy a length of 1.5 m. b kg of sugar cost $c.
1.5 c
1 book occupies a length of m. 1 kg of sugar cost $ .
60 b
1.5 c ac
50 books occupy a length of × 50 = 1.25 m. a kg of sugar cost $ ×a =$ .
60 b b
(ii) The length occupied by the books is directly proportional to the 6. The amount of metal is directly proportional to the mass of the metal.
number of books.
5
1.5 m = (1.5 × 100) cm of a piece of metal has a mass of 7 kg.
9
= 150 m 7
A whole piece of metal has a mass of kg.
150 cm is the length occupied by 60 books. 5
60 9
1 cm is the length occupied by books.
150 2 7 2 3
of a piece of metal has a mass of × = 3 kg.
60 7 5 7 5
80 cm is the length occupied by × 80 = 32 books.
150 9
7. Since z is directly proportional to x,
3. (i) Since y is directly proportional to x,
x2 x1
then y = kx, where k is a constant. =
z2 z1
When x = 4.5, y = 3,
x 3
3 = k × 4.5 =
18 12
2 3
\ k = x = × 18
3 12
2 = 4.5
\ y = x
3

11 1
8. Since B is directly proportional to A, When x = 2,
B2 B1 y = 1.2 × 2
=
A2 A1 = 2.4
B 3 When x = 5.5,
=
24 18 y = 1.2 × 5.5
3 = 6.6
B = × 24
18 10. (i) Since y is directly proportional to x,
= 4
then y = kx, where k is a constant.
9. (a) x 4 20 24 36 44 When x = 5, y = 20,
y 1 5 6 9 11 20 =k×5
\ k = 4
Since y is directly proportional to x, then y = kx, where k is a
\ y = 4x
constant.
(ii) y = 4x
When x = 24, y = 6,
When x = 0, y = 0.
6 = k × 24
When x = 2, y = 8.
1
\ k =
4 y
y = 4x
1
\ y = x
4
When y = 9, 8 (2, 8)
1
9 = ×x
4
x = 9 × 4
= 36 (0, 0)
x
When y = 11, 0 2

1
11 = ×x 11. (i) Since z is directly proportional to y,
4
then z = ky, where k is a constant.
x = 11 × 4
When y = 6, z = 48,
= 44
48 =k×6
When x = 4,
\ k = 8
1
y = ×4 \ z = 8y
4

=1 (ii) z = 8y
When x = 20, When y = 0, y = 0.
When x = 1, y = 8.
1
y = × 20
4 z
z = 8y

=5
(b) x 2 3 5.5 8 9.5
8 (1, 8)
y 2.4 3.6 6.6 9.6 11.4
Since y is directly proportional to x,
then y = kx, where k is a constant.
When x = 3, y = 3.6,
(0, 0)
3.6 =k×3 y
0 1
\ k = 1.2
\ y = 1.2x 12. (i) Since F is directly proportional to m,
When y = 9.6, then F = km, where k is a constant.
9.6 = 1.2 × x When m = 5, F = 49,
9.6 49 =k×5

x = \ k = 9.8
1.2
=8 \ F = 9.8m
When y = 11.4, (ii) When m = 14,
11.4 = 1.2 × x F = 9.8 × 14
11.4 = 137.2
x =
1.2

= 9.5
1 12
 (iii) When F = 215.6, (ii) When R = 15,
215.6 = 9.8 × m V = 1.5 × 15
215.6 = 22.5
m =
9.8 (iii) When V = 15,
= 22 15 = 1.5 × R
(iv) F = 9.8m 15

R =
When m = 0, F = 0. 1.5
When m = 1, F = 9.8. = 10
(iv) V = 1.5R
F
When R = 0, V = 0.
9.8 (1, 9.8) When R = 2, V = 3.

F = 9.8m V = 1.5R

(0, 0) 3
m (2, 3)
0 1

13. (i) Since P is directly proportional to T,
(0, 0)
then P = kT, where k is a constant. 0
R
2
When T = 10, y = 25,
25 = k × 10 15. (i) Total income for that month
\ k = 2.5 = $600 + $8 × 95
\ P = 2.5T = $1360
(ii) When T = 24, (ii) Variable amount = $1680 – $600
P = 2.5 × 24 = $1080
= 60 1080
Number of tyres he sells in that month =
(iii) When P = 12, 8
12 = 2.5 × T = 135
12 (iii) Variable amount = n × $8

T =
2.5 = $8n
= 4.8 Total income = variable amount + fixed amount
(iv) P = 2.5T \ D = 8n + 600
When T = 0, P = 0. (iv) D = 8n + 600
When T = 2, P = 5. When n = 0, D = 600.
When n = 50, D = 1000.
P
D
5 (2, 5)
1000 D = 8n + 600
(50, 1000)

P = 2.5T
600
(0, 600)

(0, 0)
T
0 2
0
n
50
14. (i) Since V is directly proportional to R,
then V = kR, where k is a constant. D is not directly proportional to n because the line does not pass
When R = 6, V = 9, through the origin.
9 =k×6
\ k = 1.5
\ V = 1.5R

13 1
16. Let the mass of ice produced be m tonnes, (ii) When w = 18,
the number of hours of production be T hours. z2 = 2 × 18
Since m is directly proportional to T, = 36
then m = kT, where k is a constant.
z = ± 36
30 10 1
When T = – = , m = 20, = ±6
60 60 3
(iii) When z = 5,
1
20 = k × 52 = 2 × w
3
\ k = 60 25

w =
\ m = 60T 2
= 12.5
10
When T = 1.75 – , (iv)
z2 = 2w
60
1 When w = 0, z2 = 0.
m = 60 1.75 – When w = 2, z2 = 4.
6
= 95 z2
\ The mass of ice manufactured is 95 tonnes. z2 = 2w

Exercise 1B 4
(2, 4)
1. (i) Since x is directly proportional to y3,
then x = ky3, where k is a constant.
When y = 2, x = 32,
(0, 0)
32 = k × 23 0
w
2
32 = 8k
\ k = 4 3. (i) Since y is directly proportional to xn,
\ x = 4y3 then y = kxn, where k is a constant.
(ii) When y = 6, Since y m2 is the area of a square of length x m, then y = x2.
x = 4 × 63 kxn = x2
= 864 \ n = 2
(iii) When x = 108, (ii) Since y is directly proportional to xn,
108 = 4 × y3 then y = kxn, where k is a constant.
108 Since y cm3 is the volume of a cube of length x cm, then y = x3.

y3 =
4 kxn = x3
= 27 \ n = 3
y = 3 y
4. (a) Since y = 4x2, i.e. 2 = 4 is a constant, then y is directly
(iv) x = 4y3 x
When y = 0, x = 0. proportional to x2.
When y = 2, x = 32. y
(b) Since y = 3 x , i.e. = 3 is a constant, then y is directly
x
x proportional to x .
y2
x = 4y3 (c) Since y2 = 5x3, i.e. = 5 is a constant, then y2 is directly
x3
(8, 32) proportional to x3.
32
p3
(d) Since p3 = q2, i.e. = 1 is a constant, then p3 is directly
q2
proportional to q2.
(0, 0) y3
0 8

2. (i) Since z2 is directly proprotional to w,
then z2 = kw, where k is a constant.
When w = 8, z = 4,
42 = k × 8
16 = 8k
\ k = 2
\ z2 = 2w

1 14
5. Since z2 is directly proportional to x3,
8. r 0.2 0.5 0.7 1.5 1.8
z22 z2
3
= 13 m 0.016 0.25 0.686 6.75 11.664
x2 x1
z2 82 Since m is directly proportional to r , 3

= 3
93 4 then m = kr3, where k is a constant.
82 When r = 1.5, m = 6.75,
z = 3 × 93
2

4 6.75 = k × 1.53
= 729 \ k = 2
z = ± 729 \ m = 2r3
= ±27 When m = 0.25,
6. Since q is directly proportional to (p – 1)2, 0.25 = 2 × r3
( p2 – 1)2 ( p1 – 1)2 r3 = 0.125
=
q2 q1 r = 3
0.125
( p – 1) 2
(3 – 1)2
= 0.5
=
80 20 When m = 11.664,
(3 – 1)2 11.664 = 2 × r3
(p – 1) = 2
× 80
20
r3 = 5.832
= 16
p – 1 = – 4 or p – 1 = 4
r = 3
5.832
p = –3 p = 5 = 1.8
\ p = –3 or 5 When r = 0.2,
m = 2 × 0.23
7. x 3 4 5 6 7
= 0.016
y 81 192 375 648 1029 When r = 0.7,
Since y is directly proportional to x , 3
m = 2 × 0.73
then y = kx3, where k is a constant. = 0.686
When x = 6, y = 648, 9. (i) Since L is directly proportional to N,
648 = k × 63
then L = k N , where k is a constant.
\ k = 3
\ y = 3x3 When N = 1, L = 2.5,
When y = 375, 2.5
=k 1
375 = 3 × x3 \ k = 2.5
x3 = 125
\ L = 2.5 N
x = 3
125
(ii) When N = 4,
= 5
L = 2.5 × 4
When y = 1029,
1029 = 3 × x3 =5
x3 = 343 \ The length 4 hours after its birth is 5 cm.
(iii) When L = 15,
x = 3
343

15
= 2.5 × N
= 7
When x = 3, N = 6
y = 3 × 33 N = 62
= 81 = 36
When x = 4, \ It will take 36 hours for the earthworm to grow to a length
y = 3 × 43 of 15 cm.
= 192

15 1
10. Since y is directly proportional to x2, Exercise 1C
then y = kx2, where k is a constant.
1. (a) The number of pencils is directly proportional to the total cost
When x = 1,
of the pencils.
y = k × 12
Assumption: All pencils are identical and cost the same each.
= k
(b) The number of taps filling a tank is inversely proportional to
When x = 3,
the time taken to fill the tank.
y = k × 32
Assumption: All taps are identical and each tap takes the same
= 9k
time to fill the tank.
Since the difference in the values of y is 32,
(c) The number of men laying a road is inversely proportional to
9k – k = 32
the taken to finish laying the road.
8k = 32
Assumption: All the men work at the same rate in laying
\ k = 4
the road.
\ y = 4x2
(d) The number of cattle to be fed is directly proportional to the
When x = –2,
amount of fodder.
y = 4 × (–2)2
Assumption: All the cattle eat the same amount of fodder.
= 16
(e) The number of cattle to be fed is inversely proportional to the
11. Since y is directly proportional to x2,
time taken to finish a certain amount of the fodder.
y2 y1
2 = 2 Assumption: All the cattle eat the fodder at the same rate.
x2 x1
y a \ (b), (c) and (e) are in inverse proportion.
= 2 2. The number of men to build a bridge is inversely proportional to the
(2 x )2 x
a number of days to build the bridge.
y = 2 × (2x)2 8 men can build a bridge in 12 days.
x
a 1 man can build the bridge in (12 × 8) days.
= 2 × 4x2
x 12 × 8
6 men can build the bridge in = 16 days.
= 4a 6
12. Let the braking distance of a vehicle be D m, The assumption made is that all the men work at the same rate in
the speed of the vehicle be B m/s. building the bridge.
Since D is directly proportional to B2, then D = kB2, where k 3. (i) Since x is inversely proportional to y,
is a constant. y2x2 = y1x1
When B = b, D = d, 25 × x = 5 × 40
d = k × b2 5 × 40
x =
d 25
\ k = 2 =8
b
d (ii)
Since x is inversely proportional to y,
\ D = 2 B2
b k
then x = , where k is a constant.
When the speed of the vehicle is increased by 200%, y
B = (100% + 200%) × b When y = 5, x = 40,
100 + 200 k
= ×b 40 =
100 5
= 3b \ k = 200
When B = 3b, 200
\ x =
d y
D = 2 (3b)2 (iii) When x = 400,
b
d 200
= 2 (9b2) 400 =
b y
= 9d 200
y =
Percentage increase in its braking distance 400
9d – d
= 0.5
= × 100%
d
= 800%

1 16
4. (i) Since Q is inversely proportional to P, 8. Since z is inversely proportional to x,
k x2z2 = x1z1
then Q = , where k is a constant.
P x × 70 = 7 × 5
When P = 2, Q = 0.25, 7×5

x =
k 70

0.25
=
2 = 0.5

\ k = 0.5 9. Since B is inversely proportional to A,
0.5 A2B2 = A1B1
\ Q =
P 1.4 × B = 2 × 3.5
1 2 × 3.5
=
B =
2P 1.4
(ii) When P = 5,
=5
1
Q = 10. (a) x 0.5 2 2.5 3 8
2(5)
= 0.1 y 24 6 4.8 4 1.5
(iii) When Q = 0.2, Since y is inversely proportional to x,
1 k
0.2 = then y = , where k is a constant.
2P x
1 When x = 3, y = 4,
2P =
0.2 k
4 =
=5 3
P = 2.5 \ k = 12
5. The number of days is inversely proportional to the number of 12
\ y =
workers employed. x
16 days are needed for 35 workers to complete the projet. When y = 24,
1 day is needed for (35 × 16) workers to complete the project. 12
24 =
35 × 16 x
14 days are needed for = 40 workers to complete the project.
14 12
x =
Number of additional workers to employ = 40 – 35 24
=5 = 0.5
6. (i) The number of days is inversely proportional to the number of When y = 1.5,
cattle to consume a consignment of fodder. 12
1.5 =
50 days are needed for 1260 cattle to consume a consignment x
of fodder. 12
x =
1.5
1 day is needed for (1260 × 50) cattle to consume a consignment
=8
of fodder.
When x = 2,
1260 × 50
75 days are needed for = 840 cattle to consume 12
75 y =
2
a consignment of fodder.

=6
(ii) 1260 cattle consume a consignment of fodder in 50 days.
When x = 2.5,
1 cattle consume a consignment of fodder in (50 × 1260) days.
12
1575 cattle consume a consignment of fodder in y =
2.5
50 × 1260
= 4.8
= 40 days.
1575
7. The number of athletes is inversely proportional to the number of
days the food can last.
72 athletes take 6 days to consume the food.
1 athlete takes (6 × 72) days to consume the food.
6 × 72
72 – 18 = 54 athletes take = 8 days to consume the food.
54
Number of additional days the food can last = 8 – 6
= 2 days
The assumption made is that all athletes consume the same amount
of food every day.

17 1
 12. (i) Since t is inversely proportional to N,
(b) x 3 4 4.5 14.4 25
k
y 12 9 8 2.5 1.44 then t = , where k is a constant.
N
Since y is inversely proportional to x, When N = 3, t = 8,
k k
then y = , where k is a constant. 8 =
x 3
When x = 4, y = 9,
\ k = 24
k 24
9 =
\ t =
4 N
\ k = 36 (ii)
When N = 6,
36 24
\ y =
t =
x 6
When y = 8,
=4
36 \ The number of hours needed by 6 men is 4 hours.
8 =
x 3
(iii) When t = ,
36 4
x =
8 3 24
= 4.5 =
4 N
When y = 2.5, 4

N = 24 ×
36 3
2.5 =
x = 32
36 \ 32 men need to be employed.
x =
2.5 13. The three variables are ‘number of glassblowers’, ‘number of vases’
= 14.4 and ‘number of minutes’.
When x = 3, First, we keep the number of vases constant.
36 Number of glassblowers Number of vases Number of minutes
y =
3 12 12 9

= 12
1 12 9 × 12
When x = 25,
9 × 12
36 8 12 = 13.5
y = 8
25 Next, we keep the nmber of glassblowers constant.
= 1.44
Number of glassblowers Number of vases Number of minutes
11. (i) Since f is inversely proportional to l,
8 12 13.5
k
then f = , where k is a constant. 13.5
l 8 1
12
When l = 3000, f = 100,
13.5
k 8 32 × 32 = 36
100 = 12
3000 \ 8 glassblowers will take 36 minutes to make 32 vases.
\ k = 300 000
14. The three variables are ‘number of sheep’, ‘number of consignments’
300 000 and ‘number of days’.
\ f =
l
First, we keep the number of consignments constant.
When l = 500,
Number of sheep Number of consignments Number of days
300 000

f = 100 1 20
500
1 1 20 × 1000
= 600
\ The frequency of the radio wave is 600 kHz. 20 × 1000 4
550 1 = 36
550 11
(ii) When f = 800,
Next, we keep the number of sheep constant.
300 000
800 = Number of sheep Number of consignments Number of days
l
4
300 000 550 1 36
l = 11
800
= 375 4
550 400 ÷ 36 = 11 400
11
\ The wavelength of the radio wave is 375 m.
\ 11 consignments of fodder are needed.

1 18
 1 (iii) When x = 3.2,
15. In 1 minute, tap A alone fills up of the tank.
6 400
3.2 = 3
1 y
In 1 minute, tap B alone fills up of the tank.
9 400
y =
3
1 3.2
In 1 minute, pipe C alone empties of the tank.
15 = 125
In 1 minute, when both taps and the pipe are turned on,

y = 3
125
1 1 1 19
+ – = of the tank is filled up.
=5
6 9 15 90
90 2. (i) Since z is inversely proportional to w ,
Time to fill up the tank =
19 k
then z = , where k is a constant.
14 w
=4 minutes
19 When w = 9, z = 9,
16. Total number of hours worked on the road after 20 working days k
9 =
= 20 × 50 × 8 9
= 8000 hours \ k = 27
The length of the road laid is directly proportional to the number of 27
\ z =
hours. w
1200 m of road is laid in 8000 hours. (ii) When w = 16,
8000 27
1 m of road is laid in hours. z =
1200 16
8000 = 6.75
3000 – 1200 = 1800 m of road is laid in × 1800 = 12 000 hours.
1200 (iii) When z = 3,
Let the number of additional men to employ be x. 27
3 =
(30 – 20) × (50 + x) × 10 = 12 000 w
100(50 + x) = 12 000 27
w =
50 + x = 120 3
x = 70 =9
\ 70 more men needs to be employed. w = 92
= 81
Exercise 1D 3
3. (a) Since y = , i.e. yx2 = 3 is a constant, then y is inversely
x2
1. (i) Since x is inversely proportional to y3, proportional to x2.
y32 x2 = y31 x1 1
(b) Since y = , i.e. y x = 1 is a constant, then y is inversely
43 × x = 23 × 50 x
2 3 × 50 proportional to x .
x =
43 5
= 6.25 (c) Since y2 =
, i.e. y2x3 = 5 is a constant, then y2 is inversely
x3
(ii) Since x is inversely proportional to y3, proportional to x3.
k 7
then x = , where k is a constant. (d) Since n = , i.e. n(m – 1) = 7 is a constant, then n is
y3 m –1
When y = 2, x = 50, inversely proportional to m – 1.
k 4
50 = 3 (e) Since q = , i.e. q(p + 1)2 = 4 is a constant, then q is
2 ( p + 1)2

\ k = 400 inversely proportional to (p + 1)2.
400 4. Since z is inversely proportional to 3
x.

\ x =
y3
3 x2 z2 = 3 x1 z1

3
216 × z = 3
64 × 5
3
64 × 5
z =
3
216
1

=3
3

19 1
5. Since q2 is inversely proportional to p + 3, 7. (i) Since F is inversely proportional to d2,
(p2 + 3)q22 = (p1 + 3)q21 k
then F = 2 , where k is a constant.
(17 + 3) × q2 = (2 + 3) × 52 d
20q2 = 125 (ii) When F = 20, let the distance between the particles be x m.
125 k
q2 = 20 = 2
20 x
= 6.25 \ k = 20x2
q = ± 6.25 20 x 2
\ F =
d2
= ±2.5
1
When the distance is halved, i.e. d = x,
6. s 1 2 4 10 20 2
t 80 10 1.25 0.08 0.01 20 x 2
F = 2
Since t is inversely proportional to s3, 1
x
2
k 4
then t = 3 , where k is a constant. = 20x2 × 2
s x
When s = 1, t = 80, = 80
k \ The force is 80 N.
80 = 3
1 8. (i) For a fixed volume, since h is inversely proportional to r2, then
\ k = 80
k
80 h = , where k is a constant.
\ t = 3 r2
s When r = 6, h = 5,
When t = 0.08,
k
80 5 = 2
0.08 = 3 6
s \ k = 180
80
s =
3
180
0.08
\ h = 2
r
= 1000
When r = 3,
s = 3
1000 180

h =
= 10 32
When t = 0.01, = 20
80 \ The height of cone B is 20 cm.
0.01 = 3
s (ii) When h = 1.25,
80 180
s3 = 1.25 = 2
0.01 r
= 8000 180
r =
2

s = 3
8000 1.25
= 144
= 20
When s = 2, r = 144 (r > 0)
80 = 12
t = 3
2 \ The base radius of cone C is 12 cm.
= 10 9. Since y is inversely proportional to 2x + 1,
When s = 4, k
then y = , where k is a constant.
80 2x + 1
t = 3
4 When x = 0.5,
= 1.25 k
y =
2(0.5) + 1
k
=
2
When x = 2,
k
y =
2(2) + 1
k
=
5

1 20
 Since the difference in the values of y is 0.9, (ii) When x = 11,
k k y = 3 × 11
– = 0.9
2 5 = 33
0.3k = 0.9 (iii) When y = 12,
\ k = 3 12 =3×x
3 x = 4
\ y =
2x + 1 (iv) y = 3x
When x = –0.25, When x = 0, y = 0.
3 When x = 2, y = 6.

y =
2(–0.25) + 1
y
= 6
10. Since y is inversely proportional to x2,
x22 y2 = x21 y1
y = 3x
(3x)2y = x2b
6
9x2y = bx2 (2, 6)
bx 2
y =
9 x2
(0, 0)
1 x
= b 0 2
9
11. Let the force of attraction between two magnets be X N, 2. (i) Since A is directly proportional to B,
the distance between two magnets be Y cm. then A = kB, where k is a constant.
Since X is inversely proportional to Y2, 5 2
k When B = ,A=1 ,
then X = 2 , where k is a constant. 6 3
Y 2 5
1 = k ×
When X = F, Y = r, 3 6
k \ k = 2
F =
r2 \ A = 2B
\ k = Fr2 1
Fr 2 When B = ,
\ X = 2 3
Y 1
A = 2 ×
When the distance between the magnets is increased by 400%, 3
Y = (100% + 400%) × r 2

=
100 + 400 3
= ×r
100 1
(ii) When A = 7 ,
= 5r 2
When Y = 5r, 1
7 = 2 × B
Fr 2 2
X =
(5 r )2 3
B = 3
Fr 2 4
= 3. (i) Since y is directly proportional to x3, then y = kx3,
25 r 2
= 0.04F where k is a constant.
Comparing with X = cF, When x = 3, y = 108,
\ The value of c is 0.04. 108 = k × 33
108 = 27k
Review Exercise 1 \ k = 4
\ y = 4x3
1. (i) Since y is directly proportional to x, (ii) When x = 7,
then y = kx, where k is a constant. y = 4 × 73
When x = 2, y = 6, = 1372
6 =k×2
\ k = 3
\ y = 3x

21 1
 (iii) When y = 4000, 6. (i) Since y is inversely proportional to x,
4000 = 4 × x3 k
then y = , where k is a constant.
4000 x
x3 =
4 When x = 3, y = 4,
= 1000 k
4 =
x = 3
1000 3
\ k = 12
= 10
12
(iv) y = 4x3 \ y =
x
When x = 0, y = 0. (ii) When x = 6,
When x = 5, y = 600.
12
y =
6
y
=2
y = 4x3 (iii) When y = 24,
600 (125, 600) 12
24 =
x
12
x =
(0, 0) 24
x3
0 125 = 0.5

7. (i) Since q is inversely proportional to p2,
4. (i) Since n is directly proportional to m2, k
then n = km2, where k is a constant. then q = p 2 , where k is a constant.
When m = 2.5, n = 9.375, When p = 5, q = 3,
9.375 = k × 2.52 k
\ k = 1.5 3 = 2
5
\ n = 1.5m2 \ k = 75
When m = 3, 75
\ q = 2
n = 1.5 × 32 p
= 13.5 (ii) When p = 10,
(ii) When n = 181.5, 75

q =
181.5 = 1.5 × m2 10 2
181.5
= 0.75
m2 =
1.5 1
(iii) When q = ,

= 121 3
m = ± 121 1 75
= 2
3 p

= ±11

p2 = 75 × 3
5. (i) Since t is directly proportional to 3
s, = 225
then t = k s , where k is a constant.
3
p = – 225 (p < 0)
When s = 64, t = 4, = –15
4
=k× 3
64 8. (i) Since z is inversely proportional to w + 3,
k
= 4k then z = , where k is a constant.
w+3
\ k = 1
When w = 3, z = 4,

\ t = 3
s k
4 =
When s = 125, 3+ 3

\ k = 24

t = 3 125
24
=5
\ z =
w+3
(ii) When t = 2, When w = 9,
2
= 3s 24

z =

s = 23 9+3
=8
=2

1 22
 (ii)
When z = 2.4, (iii)
Variable amount = n × $0.086
24 = $0.086n
2.4 =
w+3 Total income = variable amount + fixed amount
24 \ C = 0.086n + 9.81
w + 3 =
2.4 C – 9.81 = 0.086n
= 10 C – 9.81
w = 7 Since = 0.086 is a constant, then C – 9.81 is directly
n
proportional to n.
9. x 0.2 0.5 1 1.25 2
11. (i) Since G is directly proportional to h,
y 37.5 6 1.5 0.96 0.375 then G = kh, where k is a constant.
Since y is inversely proportional to 2x2, When h = 40, G = 2200,
k 2200 = k × 40
then y = , where k is a constant.
2 x2 \ k = 55
When x = 2, y = 0.375, \ G = 55h
k (ii) When h = 22,
0.375 =
2(2)2 G = 55 × 22
\ k = 3 = 1210
3 \ The gravitational potential energy of the objects is 1210 J.
\ y =
2 x2 (iii) When G = 3025,
When y = 1.5,
3025 = 55 × h
3
1.5 = 3025
2 x2 h =
55
3
2x2 = = 55
1.5
\ The height of the object above the surface of the Earth
= 2
is 55 m.
x2 = 1
12. Let the donations Kate makes be $d,
x = 1 (x > 0)
the savings of Kate be $s.
When y = 0.96,
Since d is directly proportional to s2,
3
0.96 = then d = ks2, where k is a constant.
2 x2
3 When s = 900,
2x2 = d = k × 9002
0.96
= 3.125 = 810 000k
x2 = 1.5625 When s = 1200,
d = k × 12002
x = 1.5625 (x > 0)
= 1 440 000k
= 1.25
Since Kate’s donation increases by $35,
When x = 0.2
1 440 000k – 810 000k = 35
3
y = 63 000k = 35
2(0.2)2
35
= 37.5 k =
630 000
When x = 0.5, 1
3 =
y = 18 000
2(0.5)2 1
= 6 Amount Kate donates in January = × 9002
18 000
10. (i) Total monthly charges = $45
= $9.81 + $0.086 × 300 1
= $35.61 Amount Kate donates in February = × 12002 or 45 + 35
18 000
(ii) Variable amount = $20.56 – $9.81 = $80
= $10.75
10.75
Duration of usage =
0.086
= 125 minutes

23 1
13. (i) Since P is inversely proportional to V, Challenge Yourself
k
then P = , where k is a constant. 1. (a) Since A is directly proportional to C,
V
then A = k1C, where k1 is a constant.
When V = 4000, P = 250,
Since B is directly proportional to C,
k
250 = then A = k2C, where k2 is a constant.
4000
\ k = 1 000 000 A + B = k1C + k2C
1 000 000 = (k1 + k2)C
\ P =
V A+B
Since = k1 + k2 is a constant, then A + B is directly
When V = 5000, C
1 000 000 proportional to C.

P = (b) From (a),
5000
= 200 A – B = k1C – k2C
\ The pressure of the gas is 200 Pa. = (k1 – k2)C
(ii) When P = 125, Since
A+B
= k1 – k2 is a constant, then A – B is directly
1 000 000 C
125 = proportional to C.
V
1 000 000 (c) AB = (k1C)(k2C)
V =
125 = k1k2C2
= 8000 AB = k1 k2 C 2
\ The volume of the gas is 8000 dm3.
14. Let the number of days for 5 men to complete the job be x. = k1 k2 C

The number of men is inversely proportional to the number of days AB
Since = k1 k2 is a constant, then AB is directly
to complete the job. C
proportional to C.
5 men take x days to complete the job.
2. (i) Since z is directly proportional to x2 and inversely
1 man takes x × 5 days to complete the job.
kx 2
x×5 proportional to y , then z = , where k is a constant.
6 men take days to complete the job. y
6
(ii) When x = 2, y = 9, z = 16,
Since the job can be completed 8 days earlier when 1 more man is
k(2)2
hired, 16 =
9
x×5
= x – 8 4k
6 =
3
5x
= x – 8 3
6 \ k = 16 ×
4
5x = 6(x – 8)
= 12
= 6x – 48
12 x 2
x = 48 \ z =
y
It takes (48 × 5) days for 1 man to complete the job. When x = 5, y = 4,
It takes 1 day for (1 × 48 × 5) men to complete the job. 12(5)2
z =
1 × 48 × 5 4
It takes 48 – 28 = 20 days for = 12 men to complete
20 = 150
the job. 3. (i) Since T is directly proportional to B and inversely proportional
Additional number of men to hire = 12 – 5 to P, then
=7
kB
\ 7 more men should be hired. T = , where k is a constant.
P
When B = 3, P = 18, T = 20,
k×3
20
=
18
k
=
6
\ k = 120
120 B
\ T =
P

1 24
 (ii) When B = 4, P = 16,
120 × 4
T =
16
= 30
\ The number of days needed is 30.
(iii) When B = 10, T = 24,
120 × 10
24 =
P
120 × 10
P =
24
= 50
\ 50 painters need to be employed.

25 1
 Chapter 2 Expansion and Factorisation of Quadratic Expressions
TEACHING NOTES
Suggested Approach
The teaching of the expansion and factorisation of algebraic expressions should focus primarily on the Concrete-Pictorial-
Approach. In Secondary One, students have learnt how to expand simple linear expressions using the Distributive Law
of Multiplication. Teachers may want to show the expansion of algebraic expressions using the area of rectangles.
E.g. Expand a(b + c). a b

Area of rectangle = a(b + c) a ab ac

= ab + ac

Teachers can further reinforce the concept of expanding quadratic expressions using the area of rectangles.

E.g. Expand (a + b)(c + d). a b

Area of rectangle c ac bc

= (a + b)(c + d)

= ac + ad + bc + bd d ad bd

Section 2.1: Quadratic Expressions

Students have learnt how to simplify simple linear algebraic expressions in Secondary One using algebra discs
(E.g. ‘x’ disc, ‘–x’ disc, ‘1’ disc, ‘–1’ disc). Teachers should further introduce another two more digital algebra
discs (E.g. ‘x2’ disc, ‘–x2’ disc) to help students to visualise and learn how to form and simplify simple quadratic
expressions. Use the Practise Now examples in the textbook.

Section 2.2: Expansion and Simplification of Quadratic Expressions

Teachers can build upon prerequisites and move from expanding linear expressions to expanding simple
quadratic expressions, of the form a(b + c) using the algebra discs (see Practise Now on page 98 of the textbook).

To expand quadratic expressions of the form (a + b)(c + d), teachers may use the algebra discs to illustrate how
the ‘expanded terms’ can be arranged in the rectangular array. Teachers should also highlight to students how
to ‘fill up’ the ‘terms’ in the multiplication frame after the expansion process (see Class Discussion: Expansion
of Quadratic Expressions of the Form (a + b)(c + d)).

Section 2.3: Factorisation of Quadratic Expressions

Most students would find factorising quadratic expressions of the form ax2 + bx + c difficult. Students should be
provided with ample practice questions and the factorisation process may need to be reiterated multiple times.
Teachers should begin with simple quadratic expressions (E.g. those of the form x2 + bx + c) to allow students
to gain confidence in obtaining the 2 linear factors of the quadratic expressions.

Teachers should instruct students to explore the factorisation process of simple quadratic expressions using the
algebra discs (see Practise Now on page 107 of the textbook).

Next, without using algebra discs, teacher should illustrate to students the steps to factorising quadratic expressions
using a ‘Multiplication Frame’ (see Page 108).

Once students have acquired the technique in factorising simple quadratic expressions, teachers can then challenge
the students with more difficult quadratic expressions.

1 26
WORKED SOLUTIONS (d) –(–x2 – 4) + 2x2 – 7x + 3
Class Discussion (Expansion of Quadratic Expressions of = x2 + 4 + 2x2 – 7x + 3
the Form (a + b)(c + d)) = x2 + 2x2 – 7x + 4 + 3
= 3x2 – 7x + 7
1. (a) (x + 3)(x + 6) = x(x + 6) + 3(x + 6)
= x2 + 6x + 3x + 18 Practise Now (Page 45)
= x2 + 9x + 18
(b) (x + 3)(x – 6) = x(x – 6) + 3(x – 6) (a) 2(–2x2 + x – 1) = –4x2 + 2x – 2
= x2 – 6x + 3x – 18 (b) 3(x2 – 2x + 3) = 3x2 – 6x + 9
= x2 – 3x – 18 (c) 4x2 + (–3x) + (–1) + 3(x2 – 4)
(c) (x – 3)(x + 6) = x(x + 6) – 3(x + 6) = 4x2 – 3x – 1 + 3x2 – 12
= x2 + 6x – 3x – 18 = 4x2 + 3x2 – 3x – 1 – 12
= x2 + 3x – 18 = 7x2 – 3x – 13
(d) (x – 3)(x – 6) = x(x – 6) – 3(x – 6) (d) 2(x2 + 4x – 5) – (6 + x2)
= x2 – 6x – 3x + 18 = 2x2 + 8x – 10 – 6 – x2
= x2 – 9x + 18 = 2x2 – x2 + 8x – 10 – 6
(e) (3x + 1)(2x + 3) = 3x(2x + 3) + 1(2x + 3) = x2 + 8x – 16
= 6x2 + 9x + 2x + 3
= 6x2 + 11x + 3 Practise Now 1
(f) (3x + 1)(2x – 3) = 3x(2x – 3) + 1(2x – 3) (a) 7x2 – 4x + 6x2 – x = 7x2 + 6x2 – 4x – x
= 6x2 – 9x + 2x – 3 = 13x2 – 5x
= 6x2 – 7x – 3 (b) –(–5x ) + 3x + (–6) + 2(3x2 – 8x + 4)
2

(g) (3x – 1)(2x + 3) = 3x(2x + 3) – 1(2x + 3) = 5x2 + 3x – 6 + 6x2 – 16x + 8

= 6x2 + 9x – 2x – 3 = 5x2 + 6x2 + 3x – 16x – 6 + 8
= 6x2 + 7x – 3 = 11x2 – 13x + 2
(h) (3x – 1)(2x – 3) = 3x(2x – 3) – 1(2x – 3) (c) 4x2 – 1 – (7x2 + 13x – 2)
= 6x2 – 9x – 2x + 3 = 4x2 – 1 – 7x2 – 13x + 2
= 6x2 – 11x + 3 = 4x2 – 7x2 – 13x – 1 + 2
2. (a + b)(c + d) = a(c + d) + b(c + d) = –3x2 – 13x + 1
= ac + ad + bc + bd (d) –(3x2 + 5x – 8) + x2 + 6x + 5
= –3x2 – 5x + 8 + x2 + 6x + 5
Practise Now (Page 42) = –3x2 + x2 – 5x + 6x + 8 + 5
(a) – 4x2 + 2x2 = –2x2 = –2x2 + x + 13
(b) – 4x2 + (–2x2) = –4x2 – 2x2
= –6x2 Practise Now (Page 47)
(c) 4x – 2x = 2x
2 2 2
(a) 3(2x + 1) = 3(2x) + 3(1)
(d) 4x2 – (–2x2) = 4x2 + 2x2 = 6x + 3
= 6x2 (b) –3(2x – 1) = –3(2x) + (–3)(–1)
(e) 2x2 – 3 – x2 + 1 = 2x2 – x2 – 3 + 1 = –6x + 3
= x2 – 2 (c) x(–2x + 3) = x(–2x) + x(3)
(f) 5x + (–x) + 2 – (–2x2) – 3x – 4
2
= –2x2 + 3x
= 5x2 – x + 2 + 2x2 – 3x – 4 (d) –2x(x – 3) = –2x(x) + (–2x)(–3)
= 5x2 + 2x2 – x – 3x + 2 – 4 = –2x2 + 6x
= 7x2 – 4x – 2
Practise Now 2
Practise Now (Page 43)
(a) 3(4x + 1) = 12x + 3
(a) –(2x2 + x + 1) = –2x2 – x – 1 (b) 7(5x – 2) = 35x – 14
(b) –(–2x2 – x + 1) = 2x2 + x – 1 (c) 5x(2x – 3) = 10x2 – 15x
(c) x2 + 2x + 1 – (3x2 + 5x – 2) (d) –2x(8x – 3) = –16x2 + 6x
= x2 + 2x + 1 – 3x2 – 5x + 2
= x2 – 3x2 + 2x – 5x + 1 + 2
= –2x2 – 3x + 3

27 1
Practise Now 3 (c)
× x 6
(a) 5(x – 4) – 3(2x + 4) x x2
6x
= 5x – 20 – 6x – 12
2 2x 12
= 5x – 6x – 20 – 12
= –x – 32 \ x + 8x + 12 = (x + 2)(x + 6)
2

(b) 2x(2x + 3) – x(2 – 5x) (d)

× x –6
= 4x2 + 6x – 2x + 5x2
= 4x2 + 5x2 + 6x – 2x x x2 –6x
= 9x2 + 4x –2 –2x 12

\ x – 8x + 12 = (x – 2)(x – 6)
2

Practise Now 4
(a) (x + 2)(x + 4) Practise Now 6
= x(x + 4) + 2(x + 4)
(a) x2 = x × x
= x2 + 4x + 2x + 8
7 = 1 × 7 or (–1) × (–7)
= x2 + 6x + 8
(b) (3x – 4)(5x – 6) × x 7
= 3x(5x – 6) – 4(5x – 6) x x2
7x
= 15x2 – 18x – 20x + 24 1 x 7
= 15x2 – 38x + 24
x + 7x = 8x
(c) (5 + x)(2 – 3x)
\ x2 + 8x + 7 = (x + 1)(x + 7)
= 5(2 – 3x) + x(2 – 3x)
(b) x2 = x × x
= 10 – 15x + 2x – 3x2
28 = 1 × 28 or (–1) × (–28)
= 10 – 13x – 3x2
= 2 × 14 or (–2) × (–14)
(d) (1 – 7x)(11x – 4)
= 4 × 7 or (– 4) × (–7)
= (11x – 4) – 7x(11x – 4)
= 11x – 4 – 77x2 + 28x × x –7
= –77x2 + 11x + 28x – 4 x x2
–7x
= –77x2 + 39x – 4 –4
 
–4x 28
(–4x) + (–7x) = –11x
Practise Now 5
\ x2 – 11x + 28 = (x – 4)(x – 7)
(2x – 1)(x + 5) – 5x(x – 4) (c) x2 = x × x
= 2x(x + 5) – (x + 5) – 5x(x – 4) –2 = 1 × (–2) or (–1) × 2
= 2x2 + 10x – x – 5 – 5x2 + 20x × x 2
= 2x2 – 5x2 + 10x – x + 20x – 5
x x2
2x
= –3x2 + 29x – 5
–1 –x –2
Practise Now (Page 56) (–x) + 2x = x
\ x2 + x – 2 = (x – 1)(x + 2)
(a)
× x 5 (d) x2 = x × x
x x2
5x –8 = 1 × (–8) or (–1) × 8
= 2 × (– 4) or (–2) × 4
1 x 5
× x –8
\ x + 6x + 5 = (x + 1)(x + 5)
2

x x2
–8x
(b)
× x –5
1 x –8
x x2 –5x x + (–8x) = –7x
–1 –x 5 \ x2 – 7x – 8 = (x + 1)(x – 8)

\ x – 6x + 5 = (x – 1)(x – 5)
2

1 28
Practise Now 7 (c) y + (–3y2) + 2(y2 – 6y)
= y – 3y2 + 2y2 – 12y
(a) 2x2 = 2x × x
= –3y2 + 2y2 + y – 12y
12 = 1 × 12 or (–1) × (–12)
= –y2 – 11y
= 2 × 6 or (–2) × (–6)
(d) 5x2 – x – (x2 – 10x)
= 3 × 4 or (–3) × (– 4)
= 5x2 – x – x2 + 10x
× x 4 = 5x2 – x2 – x + 10x
2x 2x 2
8x = 4x2 + 9x
3 3x 12 (e) –(4x2 + 9x + 2) + 3x2 – 7x + 2
= – 4x2 – 9x – 2 + 3x2 – 7x + 2
3x + 8x = 11x
= –4x2 + 3x2 – 9x – 7x – 2 + 2
\ 2x2 + 11x + 12 = (2x + 3)(x + 4)
= –x2 – 16x
(b) 5x2 = 5x × x
(f) –(1 – 7y – 8y2) + 2(y2 – 3y – 1)
6 = 1 × 6 or (–1) × (–6)
= –1 + 7y + 8y2 + 2y2 – 6y – 2
= 2 × 3 or (–2) × (–3)
= 8y2 + 2y2 + 7y – 6y – 1 – 2
× x –2 = 10y2 + y – 3
5x 5x2 –10x 2. (a) 12 × 5x = 12 × 5 × x
–3 –3x 6 = 60x
(b) x × 6x = x × 6 × x
(–3x) + (–10x) = –13x
=6×x×x
\ 5x2 – 13x + 6 = (5x – 3)(x – 2)
= 6x2
(c) –2x2 = –2x × x
(c) (–2x) × 8x = (–2) × x × 8 × x
–9 = 1 × (–9) or (–1) × 9
= (–2) × 8 × x × x
= 3 × (–3) or (–3) × 3
= –16x2
× x –3
(d) (–3x) × (–10x)
–2x –2x2 6x = (–3) × x × (–10) × x
3 3x –9 = (–3) × (–10) × x × x
3x + 6x = 9x = 30x2
\ –2x2 + 9x – 9 = (–2x + 3)(x – 3) 3. (a) 4(3x + 4) = 12x + 16
(d) 9x2 – 33x + 24 = 3(3x2 – 11x + 8) (b) –6(–7x – 3) = 42x + 18
3x2 = 3x × x (c) 8(–x – 3) = –8x – 24
8 = 1 × 8 or (–1) × (–8) (d) –2(5x – 1) = –10x + 2
= 2 × 4 or (–2) × (– 4) (e) 5x(3x – 4) = 15x2 – 20x
(f) –8x(3x + 5) = –24x2 – 40x
× x –1
(g) –5x(2 – 3x) = –10x + 15x2
3x 3x 2
–3x (h) –x(–x – 1) = x2 + x
–8 –8x 8 4. (a) 4(2a + 3) + 5(a + 3) = 8a + 12 + 5a + 15
(–8x) + (–3x) = –11x = 8a + 5a + 12 + 15
\ 9x2 – 33x + 24 = 3(3x – 8)(x – 1) = 13a + 27
(b) 9(5 – 2b) + 3(6 – 5b) = 45 – 18b + 18 – 15b
Exercise 2A = 45 + 18 – 18b – 15b
= 63 – 33b
1. (a) 6x2 + 19 + 9x2 – 8 (c) c(3c + 1) + 2c(c + 3) = 3c2 + c + 2c2 + 6c
= 6x2 + 9x2 + 19 – 8 = 3c2 + 2c2 + c + 6c
= 15x2 + 11 = 5c2 + 7c
(b) x2 + 2x – 7 – (–11x2) – 5x – 1 (d) 6d(5d – 4) + 2d(3d – 2) = 30d2 – 24d + 6d2 – 4d
= x2 + 2x – 7 + 11x2 – 5x – 1 = 30d2 + 6d2 – 24d – 4d
= x2 + 11x2 + 2x – 5x – 7 – 1 = 36d2 – 28d
= 12x2 – 3x – 8 5. (a) (x + 3)(x + 7) = x(x + 7) + 3(x + 7)
= x2 + 7x + 3x + 21
= x2 + 10x + 21
(b) (4x + 1)(3x + 5) = 4x(3x + 5) + (3x + 5)
= 12x2 + 20x + 3x + 5
= 12x2 + 23x + 5
29 1
6. (a) 7(2a + 1) – 4(8a + 3) (c) (3x + 2)(x – 9) + 2x(4x + 1)
= 14a + 7 – 32a – 12 = 3x(x – 9) + 2(x – 9) + 8x2 + 2x
= 14a – 32a + 7 – 12 = 3x2 – 27x + 2x – 18 + 8x2 + 2x
= –18a – 5 = 3x2 + 8x2 – 27x + 2x + 2x – 18
(b) 3(2b – 1) – 2(5b – 3) = 11x2 – 23x – 18
= 6b – 3 – 10b + 6 (d) (x – 3)(x – 8) + (x – 4)(2x + 9)
= 6b – 10b – 3 + 6 = x(x – 8) – 3(x – 8) + x(2x + 9) – 4(2x + 9)
= – 4b + 3 = x2 – 8x – 3x + 24 + 2x2 + 9x – 8x – 36
(c) 3c(5 + c) – 2c(3c – 7) = x2 + 2x2 – 8x – 3x + 9x – 8x + 24 – 36
= 15c + 3c2 – 6c2 + 14c = 3x2 – 10x – 12
= 15c + 14c + 3c2 – 6c2 9. (a) 4x2 – (3x – 4)(2x + 1) = 4x2 – [3x(2x + 1) – 4(2x + 1)]
= 29c – 3c2 = 4x2 – (6x2 + 3x – 8x – 4)
(d) 2d(3d – 5) – d(2 – d) = 4x2 – 6x2 – 3x + 8x + 4
= 6d2 – 10d – 2d + d2 = –2x2 + 5x + 4
= 6d2 + d2 – 10d – 2d (b) 2x(x – 6) – (2x + 5)(7 – x) = 2x2 – 12x – [2x(7 – x) + 5(7 – x)]
= 7d2 – 12d = 2x2 – 12x – (14x – 2x2 + 35 – 5x)
(e) –f(9 – 2f ) + 4f( f – 8) = 2x2 – 12x – 14x + 2x2 – 35 + 5x
= –9f + 2f 2 + 4f 2 – 32f = 2x2 + 2x2 – 12x – 14x + 5x – 35
= 2f 2 + 4f 2 – 9f – 32f = 4x2 – 23x – 35
= 6f 2 – 41f (c) (4x – 3)(x + 2) – (3x – 5)(–x – 9)
(f) –2h(3 + 4h) – 5h(h – 1) = [4x(x + 2) – 3(x + 2)] – [3x(–x – 9) – 5(–x – 9)]
= –6h – 8h2 – 5h2 + 5h = (4x2 + 8x – 3x – 6) – (–3x2 – 27x + 5x + 45)
= –8h2 – 5h2 – 6h + 5h = 4x2 + 5x – 6 + 3x2 + 22x – 45
= –13h2 – h = 4x2 + 3x2 + 5x + 22x – 6 – 45
7. (a) (a + 1)(a – 9) = a(a – 9) + (a – 9) = 7x2 + 27x – 51
= a2 – 9a + a – 9 (d) (2x + 3)(5x – 2) – 2(5x – 3)(x + 1)
= a2 – 8a – 9 = [2x(5x – 2) + 3(5x – 2)] – 2[5x(x + 1) – 3(x + 1)]
(b) (b – 2)(b + 7) = b(b + 7) – 2(b + 7) = (10x2 – 4x + 15x – 6) – 2(5x2 + 5x – 3x – 3)
= b2 + 7b – 2b – 14 = 10x2 + 11x – 6 – 2(5x2 + 2x – 3)
= b2 + 5b – 14 = 10x2 + 11x – 6 – 10x2 – 4x + 6
(c) (c – 5)(c – 6) = c(c – 6) – 5(c – 6) = 10x2 – 10x2 + 11x – 4x – 6 + 6
= c2 – 6c – 5c + 30 = 7x
= c2 – 11c + 30
(d) (3d + 1)(5 – 2d) = 3d(5 – 2d) + (5 – 2d) Exercise 2B
= 15d – 6d2 + 5 – 2d
1. (a) a2 = a × a
= –6d2 + 15d – 2d + 5
8 = 1 × 8 or (–1) × (–8)
= –6d2 + 13d + 5
= 2 × 4 or (–2) × (– 4)
(e) (1 – f )(7f + 6) = (7f + 6) – f(7f + 6)
= 7f + 6 – 7f 2 – 6f × a 8
= –7f 2 + 7f – 6f + 6 a a 2
8a
= –7f 2 + f + 6
1 a 8
(f) (4 – 3h)(10 – 9h) = 4(10 – 9h) – 3h(10 – 9h)
a + 8a = 9a
= 40 – 36h – 30h + 27h2
\ a2 + 9a + 8 = (a + 1)(a + 8)
= 40 – 66h + 27h2
(b) b2 = b × b
8. (a) 5 + (x + 1)(x + 3) = 5 + x(x + 3) + (x + 3)
15 = 1 × 15 or (–1) × (–15)
= 5 + x2 + 3x + x + 3
= 3 × 5 or (–3) × (–5)
= x2 + 3x + x + 5 + 3
= x2 + 4x + 8 × b 5
(b) 3x + (x + 7)(2x – 1) = 3x + x(2x – 1) + 7(2x – 1) b b 2
5b
= 3x + 2x2 – x + 14x – 7
3 3b 15
= 2x2 + 3x – x + 14x – 7
3b + 5b = 8b
= 2x2 + 16x – 7
\ b2 + 8b + 15 = (b + 3)(b + 5)

1 30
 (c) c2 = c × c (g) k2 = k × k
20 = 1 × 20 or (–1) × (–20) –12 = 1 × (–12) or (–1) × 12
= 2 × 10 or (–2) × (–10) = 2 × (–6) or (–2) × 6
= 4 × 5 or (– 4) × (–5) = 3 × (– 4) or (–3) × 4
× c –5 × k –6
c c2 –5c k k2 –6k
–4
 
– 4c
 
20 2 – 2k
 
–12
(– 4c) + (–5c) = –9c
 
2k + (–6k) = – 4k  

\ c2 – 9c + 20 = (c – 4)(c – 5) \ k2 – 4k – 12 = (k + 2)(k – 6)
(d) d2 = d × d (h) m2 = m × m
28 = 1 × 28 or (–1) × (–28) –21 = 1 × (–21) or (–1) × 21
= 2 × 14 or (–2) × (–14) = 3 × (–7) or (–3) × 7
= 4 × 7 or (– 4) × (–7) × m –21
× d –14 m m2 –21m
d d 2
–14d 1 m 21
–2 – 2d 28 m + (–21m) = –20m
(–2d) + (–14d) = –16d \ m2 – 20m – 21 = (m + 1)(m – 21)
\ d2 – 16d + 28 = (d – 2)(d – 14) 2. (a) 3n2 = 3n × n
(e) f 2 = f × f 7 = 1 × 7 or (–1) × (–7)
–16 = 1 × (–16) or (–1) × 16 × n 1
= 2 × (–8) or (–2) × 8
3n 3n2 3n
= 4 × (– 4) or (– 4) × 4
7 7n 7
× f 8
7n + 3n = 10n
f f2 8f
\ 3n2 + 10n + 7 = (3n + 7)(n + 1)
–2 – 2f –16 (b) 4p2 = 4p × p or 2p × 2p
(– 2f ) + 8f = 6f
 
3 = 1 × 3 or (–1) × (–3)
\ f 2 + 6f – 16 = ( f – 2)( f + 8) × 2p 3
(f) h2 = h × h
2p 4p 2
6p
–120 = 1 × (–120) or (–1) × 120
= 2 × (–60) or (–2) × 60 1 2p 3
= 3 × (– 40) or (–3) × 40 2p + 6p = 8p
= 4 × (–30) or (– 4) × 30 \ 4p2 + 8p + 3 = (2p + 1)(2p + 3)
= 5 × (–24) or (–5) × 24 (c) 6q2 = 6q × q or 3q × 2q
= 6 × (–20) or (–6) × 20 12 = 1 × 12 or (–1) × (–12)
= 8 × (–15) or (–8) × 15 = 2 × 6 or (–2) × (–6)
= 10 × (–12) or (–10) × 12 = 3 × 4 or (–3) × (– 4)
× h 12 × 2q –3
h h2 12h 3p 6p2 –9q
–10 –10h –120 –4
 
– 8q
 
12
(–10h) + 12h = 2h (– 8q) + (–9q) = –17q
 

\ h2 + 2h – 120 = (h – 10)(h + 12) \ 6q2 – 17q + 12 = (3q – 4)(2q – 3)

(d) 4r2 = 4r × r or 2r × 2r
3 = 1 × 3 or (–1) × (–3)
× r –1
4r 4r 2
–4r
–3 – 3r
 
3
(– 3r) + (– 4r) = –7r
\ 4r2 – 7r + 3 = (4r – 3)(r – 1)

31 1
 (e) 8s2 = 8s × s or 4s × 2s (b) –3b2 = –3b × b
–15 = 1 × (–15) or (–1) × 15 –25 = 1 × (–25) or (–1) × 25
= 3 × (–5) or (–3) × 5 = 5 × (–5) or (–5) × 5
× 2s 3 × b –25
4s 8s 2
–12s –3b –3b 2
75b
–5 – 10s –15 1 b –25
(–10s) + 12s = 2s b + 75b = 76b
\ 8s2 + 2s – 15 = (4s – 5)(2s + 3) \ –3b2 + 76b – 25 = (–3b + 1)(b – 25)
(f)
6t2 = 6t × t or 3t × 2t (c) 4c2 + 10c + 4 = 2(2c2 + 5c + 2)
–20 = 1 × (–20) or (–1) × 20 2c2 = 2c × c
= 2 × (–10) or (–2) × 10 2 = 1 × 2 or (–1) × (–2)
= 4 × (–5) or (– 4) × 5 × c 2
× t 4 2c 2c 2
4c
6t 6t 2
24c 1 c 2
–5 – 5t
 
–20 c + 4c = 5c
(–5t) + 24t = 19t \ 4c2 + 10c + 4 = 2(2c + 1)(c + 2)
\ 6t2 + 19t – 20 = (6t – 5)(t + 4) (d) 5d2 – 145d + 600 = 5(d2 – 29d + 120)
(g) 4u2 = 4u × u or 2u × 2u d2 = d × d
–21 = 1 × (–21) or (–1) × 21 120 = 1 × 120 or (–1) × (–120)
= 3 × (–7) or (–3) × 7 = 2 × 60 or (–2) × (–60)
× 2u –7 = 3 × 40 or (–3) × (–40)
= 4 × 30 or (–4) × (–30)
2u 4u 2
–14u
= 5 × 24 or (–5) × (–24)
3 6u –21 = 6 × 20 or (–6) × (–20)
6u + (–14u) = –8u = 8 × 15 or (–8) × (–15)
\ 4u2 – 8u – 21 = (2u + 3)(2u – 7) = 10 × 12 or (–10) × (–12)
(h) 18w2 = 18w × w or 9w × 2w or 6w × 3w × d –24
–39 = 1 × (–39) or (–1) × 39
d d 2
–24d
= 3 × (–13) or (–3) × 13
× 2w –3 –5 – 5h 120
(– 5h) + (–24h) = –29d
 

9w 18w2 –27w
\ 5d2 – 145d + 600 = 5(d – 5)(d – 24)
13 26w –39 (e) 8f 2 + 4f – 60 = 4(2f 2 + f – 15)
26w + (–27w) = –w 2f 2 = 2f × f
\ 18w2 – w – 39 = (9w + 13)(2w – 3) –15 = 1 × (–15) or (–1) × 15
3. (a) –a2 = –a × a = 3 × (–5) or (–3) × 5
35 = 1 × 35 or (–1) × (–35) × f 3
= 5 × 7 or (–5) × (–7)
2f 2f 2 6f
× a 5
–5 – 5f
 
–15
–a –a2 –5a
(–5f ) + 6f = f
7 7a 35 \ 8f 2 + 4f – 60 = 4(2f – 5)( f + 3)
7a + (–5a) = 2a (f)
24h2 – 15h – 9 = 3(8h2 – 5h – 3)
\ –a2 + 2a + 35 = (–a + 7)(a + 5) 8h2 = 8h × h or 4h × 2h
–3 = 1 × (–3) or (–1) × 3
× h –1
8h 8h2 –8h
3 3h –3
3h + (–8h) = –5h
\ 24h2 – 15h – 9 = 3(8h + 3)(h – 1)

1 32
 (g) 30 + 14k – 4k2 = 2(15 + 7k – 2k2) Review Exercise 2
–2k = –2k × k
1. (a) 10a(2a – 7) = 20a2 – 70a
15 = 1 × 15 or (–1) × (–15)
(b) –3b(7 – 4b) = –21b + 12b2
= 3 × 5 or (–3) × (–5)
(c) (c – 4)(c – 11) = c(c – 11) – 4(c – 11)
× 2k 3 = c2 – 11c – 4c + 44
–k –2k2 –3k = c2 – 15c + 44
5 10k 15 (d) (3d – 5)(4 – d) = 3d(4 – d) – 5(4 – d)
= 12d – 3d2 – 20 + 5d
10k + (–3k) = 7k
= –3d2 + 12d + 5d – 20
\ 30 + 14k – 4k2 = 2(–k + 5)(2k + 3)
= –3d2 + 17d – 20
(h)
35m2n + 5mn – 30n = 5n(7m2 + m – 6)
2. (a) 7f(3f – 4) + 4f(3 – 2f) = 21f 2 – 28f + 12f – 8f 2
7m2 = 7m × m
= 21f 2 – 8f 2 – 28f + 12f
–6 = 1 × (–6) or (–1) × 6
= 13f 2 – 16f
= 2 × (–3) or (–2) × 3
(b) 6h2 + (2h + 3)(h – 1) = 6h2 + 2h(h – 1) + 3(h – 1)
× m 1 = 6h2 + 2h2 – 2h + 3h – 3
7m 7m 2
7m = 8h2 + h – 3
–6
 
– 6m
 
–6 (c) (2k – 1)(k – 4) – 3k(k – 7)
= 2k(k – 4) – (k – 4) – 3k2 + 21k
(–6m) + 7m = m
= 2k2 – 8k – k + 4 – 3k2 + 21k
\ 35m2n + 5mn – 30n = 5n(7m – 6)(m + 1)
= 2k2 – 3k2 – 8k – k + 21k + 4
4. x2 = x × x
= –k2 + 12k + 4
12 = 1 × 12 or (–1) × (–12)
(d) (m + 2)(m + 1) – (3m + 5)(9 – 5m)
= 2 × 6 or (–2) × (–6)
= m(m + 1) + 2(m + 1) – [3m(9 – 5m) + 5(9 – 5m)]
= 3 × 4 or (–3) × (– 4)
= m2 + m + 2m + 2 – (27m – 15m2 + 45 – 25m)
× x 6
= m2 + m + 2m + 2 – 27m + 15m2 – 45 + 25m
x x2
6x = m2 + 15m2 + m + 2m – 27m + 25m + 2 – 45
2 2x 12 = 16m2 + m – 43
2x + 6x = 8x 3. (a) a2 = a × a
\ x2 + 8x + 12 = (x + 2)(x + 6) 36 = 1 × 36 or (–1) × (–36)
Since the area is (x2 + 8x + 12) cm2 and the length is (x + 6) cm, = 2 × 18 or (–2) × (–18)
\ the breadth is (x + 2) cm. = 3 × 12 or (–3) × (–12)
= 4 × 9 or (–4) × (–9)
4 1
5. (a) p2 + p – 1 = (4p2 + 9p – 9) = 6 × 6 or (–6) × (–6)
9 9
4p2 = 4p × p or 2p × 2p × a 9
–9 = 1 × (–9) or (–1) × 9 a a 2
9a
= 3 × (–3) or (–3) × 3
4 4a 36
× p 3
4a + 9 = 13a
4p 4p2 12p \ a2 + 13a + 36 = (a + 4)(a + 9)
–3 – 3p
 
–9 (b)
b2 = b × b
(– 3p) + 12p = 9p
  56 = 1 × 56 or (–1) × (–56)
4 2 1 = 2 × 28 or (–2) × (–28)
\ p + p – 1 = (4p – 3)(p + 3)
9 9 = 4 × 14 or (–4) × (–14)
(b) 0.6r – 0.8qr – 12.8q2r = –0.2r(64q2 + 4q – 3) = 7 × 8 or (–7) × (–8)
64q2 = 64q × q or 32q × 2q or 16q × 4q or 8q × 8q × b –8
–3 = 1 × (–3) or (–1) × 3
b b 2
–8b
× 4q 1
–7
 
– 7b
 
56
16q 64q2 16q (– 7b) + (–8b) = –15b
 

–3 – 12q –3 \ b2 – 15b + 56 = (b – 7)(b – 8)

(–12q) + 16q = 4q
\ 0.6r – 0.8qr – 12.8q2r = –0.2r(16q – 3)(4q + 1)

33 1
 (c) c2 = c × c (d)
18m2 – 39m + 18 = 3(6m2 – 13m + 6)
–51 = 1 × (–51) or (–1) × 51 6m2 = 6m × m or 3m × 2m
= 3 × (–17) or (–3) × 17 6 = 1 × 6 or (–1) × (–6)
× c 17 = 2 × 3 or (–2) × (–3)

c c2
17c × 2m –3

– 3 – 3c –51 3m 6m2 –9m

(– 3c) + 17c = 14c

 
–2  
– 4m
 
6
\ c2 + 14c – 51 = (c – 3)(c + 17) (– 4m) + (–9m) = –13m
 

(d) d2 = d × d \ 18m2 – 39m + 18 = 3(3m – 2)(2m – 3)

– 45 = 1 × (–45) or (–1) × 45 11 1
5. 3x2 – x – 5 = (6x2 – 11x – 10)
= 3 × (–15) or (–3) × 15 2 2
= 5 × (–9) or (–5) × 9 6x2 = 6x × x or 3x × 2x
–10 = 1 × (–10) or (–1) × 10
× d –15
= 2 × (–5) or (–2) × 5
d d2 –15d
× 2x –5
3 3d –45
3x 6x2
–15x
3d + (–15d) = –15d
\ d2 – 12d – 45 = (d + 3)(d – 15) 2 4x –10
4. (a) 9f 2 = 9f × f or 3f × 3f 4x + (–15x) = –11x
–16 = 1 × (–16) or (–1) × 16 11 1
\ 3x2 – x – 5 = (3x + 2)(2x – 5)
= 2 × (–8) or (–2) × 8 2 2
= 4 × (– 4) or (– 4) × 4
Challenge Yourself
× 3f 8
n2 = n × n
3f 9f 2 24f
45 = 1 × 45 or (–1) × (– 45)
–2 –6f –16 = 3 × 15 or (–3) × (–15)
(–6f ) + 24f = 18f = 5 × 9 or (–5) × (–9)
\ 9f 2 + 18f – 16 = (3f – 2)(3f + 8)
(b) 3h2 = 3h × h × n –15
–14 = 1 × (–14) or (–1) × 14 n n2 –15n
= 2 × (–7) or (–2) × 7 –3 –3n 45
× h –7
(–3n) + (–15n) = –18n
3h 3h2 –21h \ n2 – 18n + 45 = (n – 3)(n – 15) or (3 – n)(15 – n)
2 2h –14 For n2 – 18n + 45 to be a prime number,
2h + (–21h) = –19h (n – 3)(n – 15) or (3 – n)(15 – n) must be a prime number.
\ 3h2 – 19h – 14 = (3h + 2)(h – 7) The factors of a prime number are 1 and itself.
(c)
14k2 + 49k + 21 = 7(2k2 + 7k + 3) \ n – 3 = 1 or n – 15 = 1 or 3 – n = 1 or 15 – n = 1
2k2 = 2k × k n = 4 n = 16 n = 2 n = 14
3 = 1 × 3 or (–1) × (–3) When n = 4,
× k 3 42 – 18(4) + 45 = –11
When n = 16,
2k 2k 2
6k
162 – 18(16) + 45 = 13
1 k 3 When n = 2,
k + 6k = 7k 22 – 18(2) + 45 = 13
\ 14k2 + 49k + 21 = 7(2k + 1)(k + 3) When n = 14,
142 – 18(14) + 45 = –11
\ n = 2 or 16

1 34
 Chapter 3 Sets
TEACHING NOTES
Suggested Approach:
Teachers should not take an abstract approach when introducing the basic set notation, the complement of a set, and the union
and intersection of sets. Teachers should try to apply the set language to describe things in daily life to arouse students’ interest
to learn this topic.

Section 3.1: Introduction to Set Notations

It will be a good idea to introduce this chapter by asking the students to think of sentences that relate to the
collection of objects before introducing the mathematical term ‘set’ which is used to describe any collection
of well-defined and distinct objects. It is important to engage the students to discuss the meanings of ‘well-
defined’ and ‘distinct’ objects (see Class Discussion: Well-defined and Distinct Objects in a Set on page 394 of
the textbook) before moving on to the different ways of representing sets as shown on page 394 of the textbook.

Teachers should advise the students that when listing, it will be good if they are to arrange the elements either
in ascending order for numbers or alphabetical order for letters or according to the given order.

Students will gain a better understanding of equal sets if they are able to think of a counter-example to justify
that the statement: if n(A) = n(B), then A = B is not valid (see Thinking Time on page 396).

Teachers should always use a simple example to introduce the different set notations as well as the meaning of
equal and empty sets so that students are able to understand them easily.

Section 3.2: Venn Diagrams, Universal Set and Complement of a Set

Teachers may want to introduce Venn diagrams as a way to show the relationship between the set(s) that are
under consideration. Teachers should go through some pointers (see Attention on page 399 of the textbook) when
drawing the Venn diagram.

When introducing the complement of a set, it will be good if an example can be illustrated using a Venn diagram.
By having the students to discuss whether the complement of a set will exist if the universal set is not defined
(see Thinking Time on page 401), they can have a better understanding of the meaning of the complement of a
set.

Students should be given more opportunities to discuss with each other on proper subsets (see Class Discussion:
Understanding Subsets on page 402 of the textbook). It is crucial that the difference between a subset and a
proper subset is discussed with the students so that they have a better understanding on proper subsets.

Section 3.3: Intersection of Two Sets

Teachers may wish to use the Chapter Opener to introduce the intersection of two sets and guide the students to
think how they can represent the intersection of the two sets on the Venn diagram since all the elements in a set
are distinct. Conclude that the intersection of two sets refers to the set of elements which are common to both
sets and this is represented by the overlapping region of the two sets.

Teachers could use Practise Now 6, Question 1, to reinforce the meaning of subset and Practise Now 6, Question
2, to introduce disjoint sets.

Section 3.4: Union of Two Sets

Teachers should use Venn diagram to help students to visualise the meaning of the union of two sets, i.e. all the
elements which are in either sets.

35 1
Section 3.5: Combining Universal Set, Complement of a Set, Subset, Intersection and Union of Sets
By recapping what was covered in the previous section, teachers may guide the students to solve problems
involving universal set, intersection and union of sets in this section.

Teachers may use step-by-step approach as shown in Worked Example 9 to identify and shade the required region.
It should be reinforced that for a union, shade all the regions with at least one tick; for an intersection, shade all
the regions with exactly two ticks and for complement, shade all the regions without any tick.

Challenge Yourself
Question 1 involves the understanding of the terms, ‘element’ and ‘proper subset’. Teachers may advise the
students to use a Venn diagram to have a better understanding of each statement.

For Question 2, teachers may wish to use the inductive approach to lead the students to observe a pattern for the
number of proper subsets when a set has n elements.

Question 3 involves the understanding of the properties of the different types of quadrilaterals and using one of
the properties to classify them on a Venn diagram.

1 36
WORKED SOLUTIONS Practise Now 1
Class Discussion (Well-defined and Distinct Objects in a (i) C = {11, 12, 13, 14, 15, 16, 17}
Set) D = {10, 11, 12, 13, 14, 15, 16, 17}
(ii) No. 10 ∈ D but 10 ∉ C
1. No, H is not a set as the objects (handsome boys) in the set are not
well-defined.
Practise Now 2
2. T = {P1, P2} since the 2 identical pens are distinct.
3. E = {C, L, E, V, R} since the letter ‘E’ is not distinct. (a) No, a movie may be well-liked by some, but not others.
(b) Yes, it is clear which pupils are fourteen years old.
Thinking Time (Page 67) (c) Yes, it is clear whether someone is an English teacher in the school.

If A and B are two sets such that n(A) = n(B), it may not always be
Practise Now 3
A = B. A counter-example is given as follows: Let A = {1, 2} and
B = {3, 4}, n(A) = n(B) but A ≠ B, since the elements in A are different (i) P = { }
from the elements in B. (ii) P and Q are not equal sets, as P is an empty set while Q consists of
an element, 0.
Thinking Time (Page 72)
Practise Now 4
No, since A′ is defined to be the set of all elements in the universal set
but not in A. (i) ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13} and
B = {2, 3, 5, 7, 11, 13}
Class Discussion (Understanding Subsets) (ii) ξ
1. Yes, since a subset is a collection of well-defined and distinct objects. B 1 4
2. No, since not every element of P is in Q and vice versa. 2 3 6 8
5 7 9 10
Thinking Time (Page 83) 11 13 12

1. (X  Y)′ ≠ X′  Y ′
(X  Y)′ = X′  Y ′
2. (X  Y ′)′ ≠ X′  Y (iii) B′ = {1, 4, 6, 8, 9, 10, 12}
(X  Y ′)′ = X′  Y (iv) B′ is the set of all integers between 1 and 13 inclusive which are not
prime numbers.
Performance Task
Practise Now 5
1. The universal set will be the students in my class. 

2. Yes, G is an empty set. It should be included in the Venn 
diagram.
 1. (i) C
D 2
3. No, the sets will not be distinct. 
 4
6
4. Yes, the sets should be drawn such that there are overlapping 1 3
regions 
between them. 
 5 7

5. Yes, since I am a student of the class which is the universal set ξ. 


(ii) Yes, D is a proper subset of C because every element of D is an
Practise Now (Page 64) element of C, and D ≠ C.
2. (i) P = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13}
1. (a) A = {2, 4, 6, 8}
Q = {2, 3, 5, 7, 11}
(b) (i) True
(ii) Q  P because every element of Q is an element of P, and
(ii) True
Q ≠ P.
(iii) False
(iii) R = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13}
(iv) True
(iv) R and P are equal sets because all the elements of R and P are
(c) (i) 2 ∈ A
the same, i.e. R = P.
(ii) 5 ∉ A
(iii) 9 ∉ A
Practise Now (Page 74)
(iv) 6 ∈ A
2. n(B) = 10 (i) (a) {7}, {8}, {7, 8}
(b) {7}, {8}

37 1
(ii) (a) {a}, {b}, {c}, {a, b}, {a, c}, {b, c}, {a, b, c} (ii) A  B′ = {1, 5, 7}
(b) { }, {a}, {b}, {c}, {a, b}, {a, c}, {b, c} 2. ξ
R I

Practise Now 6
T U V
1. (i) C = {6, 12, 18} and D = {3, 6, 9, 12, 15, 18}
(ii) C  D = {6, 12, 18} W

(iii) D
C 3
9
6 15 Practise Now 9
12 18 (i) ξ
X Y

(iv) Yes, since all of the elements of C are also in D.
2. (i) E = {1, 2, 3, 4, 6, 12} and F = {5, 7, 11, 13}
(ii) E  F = ∅ since E and F do not share any common elements.
(iii) ξ
E F (ii) ξ
X Y
1 2 3 5 7
4 6 12 11 13

Practise Now 7 (iii) ξ
X Y
1. (i) C = {1, 2, 4, 8} and D = {1, 2, 4, 8, 16}
(ii) D
C 16
1 2
4 8
(iv) ξ
X Y
(iii) C  D = {1, 2, 4, 8, 16}
(iv) Yes, since all of the elements of C are also in D.
2. (i) E = {7, 14, 21, 28, 35, 42, 49, 56} and
F = {9, 18, 27, 36, 45, 54}
(ii)
E F

7 14 21 (v) ξ
9 18 27 X Y
28 35 42
36 45 54
49 56

(iii) E  F = {7, 9, 14, 18, 21, 27, 28, 35, 36, 42, 45, 49, 54, 56}

Practise Now 8 (vi) ξ
X Y
1. (a) ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9}, A = {1, 3, 5, 7, 9} and
B = {3, 6, 9}
(b) ξ
A B
1
3
5 6
9
7 Exercise 3A
1. (a) B = {1, 3, 5, 7, 9}
2 4 8
(b) (i) True
(c) (i) (A  B)′ = {2, 4, 8}
(ii) True
(iii) False
(iv) True

1 38
2. (a) 12 11. (a) M = {x: x is an even integer}
(b) 8 (b) N = {x: x is an even integer less than or equal to 8} or
(c) – N = {x: x is an even integer less than 9}
(d) – N = {x: x is an even integer less than 10}
(e) 7 (c) O = {x: x is a perfect cube}
(f) 12 (d) P = {x: x is an integer that is a multiple of 5}
3. (a) A = {2, 3, 4, 5, 6, 7, 8, 9} (e) Q = {x: x is a digit from the first 5 letters of the alphabet}
(b) B = {–10, –9, –8, –7, –6, –5, –4, –3, –2, –1} 12. (a) China; the remaining elements are ASEAN countries
(c) C = {2, 4, 6, 8, 10, 12} (b) Rubber; the remaining elements are edible fruits
(d) D = {A} (c) 20; the remaining elements are perfect squares
4. (a) {A, E, I} (d) 75; the remaining elements are perfect cubes
(b) {red, orange, yellow, green, blue, indigo, violet} (e) Pie chart; the remaining elements are statistical averages
(c) {9, 18, 27, 36, 45} 13. (i) Q = { }, R = {1}
(d) – (ii) Q = ∅ but R ≠ ∅ as it contains an element, 1.
(e) {12, 14, 16, 18, 20, 22} 14. (i) False, as ‘c’ is an element of the set.
5. (a) Yes, it is clear whether someone has two brothers. (ii) False, as the word ‘car’ is not an element of the set.
(b) No, someone may be considered shy to some, but not to others. (iii) False, as {c} is a set, not an element.
(c) No, an actor may be well-liked by some, but not others. (iv) False, as {c, a, r} is a set, not the number of elements in the
(d) No, a dish may be well-liked by some, but not others. set.
(e) Yes, it is clear whether a textbook is used in the school. (v) True, as ‘5’ is an element of the set.
(f) No, an actor may be considered most attractive to some, but not (vi) False, as ‘4’ is not an element of the set.
others. (vii) False, as the word ‘bus’ is not an element of the set, only the
6. (a) Yes individual letters are.
(b) Yes (viii) True, as ‘b’ is an element of the set.
(c) No 15. (a) True
(d) Yes (b) True
(e) Yes (c) False, as 4 is an even number.
(f) Yes (d) False, as {S, C, O, H, L} is a set, not an element.
(g) No (e) False, as 5 is not an even number.
(h) No (f) False, as {3} is a set, not an element.
(i) Yes 16. (a) S = {x: x is a girl in my current class wearing spectacles}
(j) Yes (b) T = {x: x is a prime number}
7. (a) E = { }. It is an empty set. (c) U = {x: x is a multiple of 4}
(b) F = { }. It is an empty set. (d) V = {x: x is a multiple of 4 between –8 and 12 inclusive}
(c) G = { }. It is an empty set. 17. (i) False, as 0 is an element.
(d) H = {2}. It is not an empty set as in contains one element, 2. (ii) True
8. (a) D = {Monday, Tuesday, Wednesday, Thursday, Friday, (iii) False, as ∅ is an element.
Saturday, Sunday} (iv) True
(b) (i) Tuesday ∈ D
(ii) Sunday ∈ D Exercise 3B
(iii) March ∉ D
1. (a) {2, 4, 6, 8, 10, …, 20}
(iv) Holiday ∉ D
(b) {4, 8, 12, 16, 20}
9. (i) No, 10 is not a perfect square.
(c) {3, 6, 9, 12, 15, 18}
(ii) P = {4, 9, 16, 25, 36, 49}
(d) {1, 3, 5, 7, 9, 11, 13, 15, 17, 19}
10. (a) {red, orange, yellow, green, blue, indigo, violet}
(e) {1, 2, 3, 5, 6, 7, 9, 10, 11, 13, 14, 15, 17, 18, 19}
(b) {S, Y, M, T, R}
(f) {1, 2, 4, 5, 7, 8, 10, 11, 13, 14, 16, 17, 19, 20}
(c) –
2. (a) {30, 31, 32, 34, 35, 36, 38, 40, 41, 43, 45}
(d) {January, June, July}
(b) {35, 43, 44}
(e) {11, 13, 15, 17}
(c) {31, 37, 41, 43}
(f) {b, c, d, f, g}
(d) {30, 31, 33, 34, 35, 37, 38, 39, 41, 42, 43, 45}
(g) {Tuesday, Thursday}
(e) {31, 32, 34, 35, 37, 38, 40, 41, 43, 44}
(h) {2, 4, 6, 8, 10, 12}
(i) {February}

39 1
3. (a) {2, 3, 5, 7} 12. (i) E = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18,
(b) {2, 4, 6, 8, 10} 19, 20}
(c) {5, 10} F = {4, 8, 12, 16}
(d) {1, 4, 6, 8, 9,10} (ii) F  E because every element of F is an element of E, and
(e) {1, 3, 5, 7, 9} F ≠ E.
(f) {1, 2, 3, 4, 6, 7, 8, 9} (iii) G = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18,
4. (i) A = {cat, dog, mouse} 19, 20}
ξ = {cat, dog, mouse, lion, tiger} (iv) E and G are equal sets because all the elements of E and G are
(ii) A′ = {tiger, lion} the same, i.e. E = G.
5. ξ 13. Yes, because every element of I is an element of H, and I ≠ H.
B 14. (a) True
A 5 7
(b) True
1 6 8
2 (c) True
4 9 (d) False
3
(e) True

15. (a) { }, {1}, {2}, {1, 2}
6. (i) ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
(b) { }, {pen}, {ink}, {ruler}, {pen, ink}, {pen, ruler}, (ink, ruler},
B = {2, 4, 6, 8, 10}
{pen, ink, ruler}
(ii) ξ
B 1 3 (c) { }, {Thailand}, {Vietnam}, {Thailand, Vietnam}
2 4 5 7 (d) { }, {a}, {e}, {i}, {o}, {a, e}, {a, i}, {a, o}, {e, i}, {e, o},
6 8 {i, o}, {a, e, i}, {e, i, o}, {a, e, o}, {a, i, o}, {a, e, i, o}
9
10 16. (a) { }, {x}, {y}
(b) { }, {Singapore}, {Malaysia}

(c) { }, {3}, {4}, {5}, {3, 4}, {3, 5}, {4, 5}
(iii) B′ = {1, 3, 5, 7, 9}
(d) { }, {a}, {b}, {c}, {d}, {a, b}, {a, c}, {a, d}, {b, c}, {b, d},
(iv) B′ is the set of all integers between 1 and 10 inclusive which
{c, d}, {a, b, c}, {a, b, d}, {a, c, d}, {b, c, d}
are odd numbers.
17. (i) O′ = {1, 2, 4, 5, 7, 8, 10, 11, 13, 14, 16, 17, 19, 20}
7. (a) {20, 40, 60, 80}
(ii) O′ = {x : x is a positive integer less than 21 which is not divisible
(b) {60}
by 3}
(c) {40, 80}
18. (a) ≠
(d) ∅
(b) 
8. (i) A = {s, t, u}
(c) =
B = {s, t, u, v, w, x, y, z}
(d) ≠
(ii) Yes, A is a proper subset of B because every element of A is an
(e) ≠
element of B, and A ≠ B.
(f) =
9. (i) A
–2 (g) 
B –1 (h) =
0 1
(i) ≠
2 3
(j) =

(k) 
(ii) Yes, B is a proper subset of A because every element of B is an
(l) ≠
element of A, and B ≠ A. 

19. (a) True
10. (i) ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9},
(b) True
C = {1, 4, 6, 8, 9},
(c) False
C′ = {2, 3, 5, 7}
(d) False
(ii) C′ is a set of all integers between 0 and 10 which are prime
(e) False
numbers.
(f) True
11. (i) ξ = {a, b, c, d, e, f, g, h, i, j},
(g) True
D = {b, c, d, f, g, h, j},
(h) False
D′ = {a, e, i}
(i) True
(ii) D′ is a set of the first 10 letters of the English alphabet which
(j) True
are vowels.
(k) False
(l) True
(m) False
1 40
Exercise 3C 3. (i) C  D = {blue, yellow, pink}
(ii) D C
1. (i) ξ
A B
green blue purple
a b o r s orange yellow
e p t u black
d g c red pink
f q v
h i j
w x
k l mn y z
4. (i) ξ
A  B = {b, c} A B
(ii) ξ 1 5
A B 2 6
3 7
p 4 9
b d a c 8
z
f e g q r y
h i j x
k l m n o s t u v w A  B = {1, 2, 3, 4, 5, 7, 9}
(ii) ξ
A  B = ∅ A B
(iii) ξ 1 3 2
A B 4
5
7 9 6 8
a b m l o
x
n p q
c d
z y r s
e f g
t u v A  B = {1, 2, 3, 4, 5, 6, 7, 8, 9}
h i j k w
(iii) ξ
A  B = {m, n, y} A B
(iv) ξ 13
4 2
A B 5
8 6
a b m c q r 7
d e s 9
h u v
t
f g i
w x
j k l n o p y z A  B = {2, 4, 6, 8}
(iv) ξ
A  B = {c, s, t} A B
(v) ξ 2 1
A B 6 5
3 4
f g 9
u n i p o 7
v e r a b t c d 8
l h j k
s y
m q w A  B = {2, 3, 5, 6, 7, 9}
x z
(v) ξ
A  B = {a, i, r, l} A B
(vi) ξ 13
4 2
A B 5
t uv 8 6
b c a 7
w x 9
d e i
o y
f g h
z
j k l m n p q A  B = {2, 4, 6, 8}
r s
5. (i) E F
A  B = {a, i, o} 12
11 14
2. (i) A  B = {2, 4} 15
16
13 17
(ii) A B 18
20
1 8
2
3
4 10 (ii) E  F = {11, 12, 13, 14, 15, 16, 18, 20}
7

41 1
6. (i) G H 12. (i) N = {8, 16, 24, 32} and Q = {4, 8, 12, 16, 20, 24, 28, 32}
(ii) N  Q = {8, 16, 24, 32}
durian apple (iii) Q
orange banana strawberry 4
N 12
grape
pear 20
8 16
28
24 32
(ii) G  H = {apple, banana, durian, grape, orange, pear, strawberry}
7. (i) A  B = {durian, mango, pineapple, rambutan, soursop} (iv) Yes, since all the elements of N are also in Q.
(ii) A  B = {durian, mango} 13. (i) R = {1, 2, 3, 6, 9, 18} and S = {10, 12, 14, 15, 16}
8. (a) A  B = {3, 6, 8, 9, 12} (ii) R  S = ∅ since R and S do not share any common elements.
A  B = {6, 9} (iii)
R S
(c) C  D ={a, b, x, y, m, n, o, p}
1 2 3 10 12 14
C  D = ∅
(c) E  F = {monkey, goat, lion, tiger} 6 9 18 15 16

E  F = {goat}
(d) G  H = {a, m, k, y} 14. (i) T = {4, 8, 12} and U = {1, 2, 3, 4, 6, 8, 12, 14}
G  H = ∅ (ii) U
1 2
9. (a) ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15}, T
3
I = {4, 8, 12} and J = {1, 2, 4, 8} 4 6
8 12 24
(b) ξ
I J

4 1 (iii) T  U = {1, 2, 3, 4, 6, 8, 12, 24}
12
8 2 (iv) Yes, since all of the elements of T are also in U.
15. (i) V = {1, 5, 25} and W = {6, 12, 18, 24}
(ii)
3 5 6 7 9 10 11 13 14 15 V W
(c) (i) (I  J)′ = {3, 5, 6, 7, 9, 10, 11, 13, 14 15} 6 12
1 5 25
(ii) I  J′ = {12} 18 24
10. (i) ξ
K L
(iii) V  W = {1, 5, 6, 12, 18, 24, 25}
16. (a) ξ = {4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18},
Y = {6, 9, 12, 15, 18} and Z = {9, 18}
(b) ξ
Y
Z
(ii) ξ 4 5 9 6
K L
7 8 18 12
15
10 11
13 14 16 17

(c) (i) (Y  Z)′ = {4, 5, 7, 8, 10, 11, 13, 14, 16, 17}
(ii) Y  Z′ = {6, 12, 15}
(iii) ξ 17. (a) ξ = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11}, P = {2, 3, 5, 7, 11} and
K L
Q = {0, 1, 4, 6, 8, 9, 10}
(b) ξ
P Q
2 3 0 1 4
5 7 11 6 8 9
11. (i) M = {1, 4, 9, 16, 25, 36, 49, 64} and P = {1, 8, 27, 64} 10
(ii) M P
4 9 1 8 (c) (i) P  Q = = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11}
16 25 (ii) (P  Q)′ = ∅
64 27
36 49 (iii) P′  Q = Q = {0, 1, 4, 6, 8, 9, 10}

(iii) M  P = {1, 64}

1 42
18. (a) (i) ξ 19. (i) ξ
A B P
Q

(ii) ξ (ii) ξ
A B P
Q

(iii) ξ (iii) ξ
A B P
Q

(iv) ξ (iv) ξ
A B P
Q

(v) ξ (v) ξ
A B P
Q

(vi) ξ (vi) ξ
A B P
Q

(vii) ξ (vii) ξ
A B
P
Q

(viii) ξ
A B (viii) ξ
P
Q

(b) (i) They are the same.
(ii) They are the same.

43 1
20. (i) ξ 21. (i) A  ξ = A
X Y (ii) A  ξ = ξ
(iii) A  ∅ = ∅
(iv) A  ∅ = A
22. (i) A  B = A
(ii) A  B = B
(iii) Not possible to simplify further
(ii) ξ
(iv) Not possible to simplify further
X Y
(v) (B  C)  A = A
(vi) (B  C)  A = ∅
(vii) (A  C)  B = A  C
(viii) (A  C)  B = B

23. ξ
A B
(iii) ξ
X Y
R S Q

T


(iv) ξ Review Exercise 3
X Y 1. (a) A = {1, 3, 5, 7, 9}
(b) (i) True
(ii) True
(iii) False
(iv) False

(c) (i) –3 ∉ A
(v) ξ (ii) 3 ∈ A
X Y
(iii) 0 ∉ A
(iv) 9 ∈ A
2. (a) B = {2}. It is not an empty set.
(b) C = {Saturday, Sunday}. It is not an empty set.
(c) D = ∅. It is an empty set.
(vi) ξ (d) E = ∅. It is an empty set.
X Y 3. (a) A′ = {–4, –2, 0, 1, 3}
(b) B′ = ∅
(c) C′ = {–5, –4, –3, –2, –1, 0, 1}
(d) D′ = {–5, –4, –3, –2, –1, 0, 1, 2
4. (a) True

(b) False
(vii) ξ
(c) True
X Y
(d) True
5. (i) ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18,
19, 20, 21, 22, 23}, A = {4, 8, 12, 16, 20} and B = {1, 2, 3, 4,
6, 8, 12, 18}


ξ
A B
(viii) ξ 1 2
X Y 16 4 23
3
20 8 22
6 18
5 12
9 21
7
10 11 19
13 14 15 17

(ii) A  B′ = {4, 5, 7, 8, 10, 11, 12, 13, 14, 15, 16, 17, 19, 20, 21,
22, 23}

1 44
6. (i) A′ = {–7, 7} Challenge Yourself
(ii) A  B = {1, 2, 3, 4, 5, 6}
1. (i) True, since a is an element of the set, S.
(iii) A  B′ = {–7, –6, –5, –4, –3, –2, –1, 0, 1, 2, 3, 4, 5, 6}
(ii) True, since {a} is an element of the set, S.
7. (i) ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15},
(iii) True, since {a} is a proper subset of the set, S.
A = {1, 4, 9} and B = {1, 2, 13}
(iv) True, since {{a}} is a proper subset of the set, S.
ξ
A B 2. If the set S has 2 elements, e.g. x and y then there are 4 subsets: ∅,
4 2 {x}, {y} and {x, y}.

15
9 1 If the set S has 3 elements, e.g. 3, 4 and 5, then there are 8 subsets:
13
14 ∅, {3}, {4}, {5}, {3, 4}, {3, 5}, {4, 5} and {3, 4, 5}. 

12 If the set S has 4 elements, e.g. a, b, c and d, then there are 16 subsets:

3 6 7 5 10 8 11
∅, {a}, {b}, {c}, {d}, {a, b}, {a, c}, {a, d}, {b, c}, {b, d}, {c, d},
(ii) A′  B′ = {3, 5, 6, 7, 8, 10, 11, 12, 14, 15} {a, b, c}, {a, b, d}, {a, c, d}, {b, c, d} and {a, b, c, d}.
8. (i) ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18,
19, 20}, A = {5, 10, 15, 20} and B = {1, 4, 6, 8, 9, 10, 12, 14, No. of elements in a set S No. of subsets
15, 16, 18, 20}

2 4 = 22
ξ
A B
1 4 3 8 = 23
10
6 8 9 4 16 = 24
5 15
12 14
20
16 18 Note that the total number of subsets doubles each time. Hence if

2 3 7 11 13 17 19 the set S has n elements, then there are 2n subsets. So, if the set S
(ii) A  B′ = {5} has n elements, then there are 2n – 1 proper subsets, taking away the
9. (i) { }, {s}, {i}, {t}, {s, i}, {s, t}, {i, t}, {s, i, t} original set.
(ii) { }, {s}, {i}, {t}, {s, i}, {s, t}, {i, t} 3. (a) A trapezium has at least two parallel sides.
10. ξ (b) A kite has at least 2 equal adjacent sides.
A (c) A parallelogram has 2 pairs of parallel sides and 2 pairs of equal
B sides.
2
–7 0 3 (d) A rectangle has 2 pairs of parallel sides, 2 pairs of equal sides
p and 4 equal angles.
(e) A rhombus has 2 pairs of parallel sides and 4 equal sides.

(f) A square has 2 pairs of parallel sides, 4 equal sides and 4 equal
angles.
The Venn diagram based on the number of pairs of parallel sides a
quadrilateral has is shown below.

Quadrilateral

Kite Parallelogram

Trapezium
Rhombus Square Rectangle

45 1
 Chapter 4 Triangles, Quadrilaterals and Polygons

TEACHING NOTES
Suggested Approach
Students have learnt about triangles, and quadrilaterals such as parallelograms, rhombuses and trapeziums in primary school.
They would have learnt the properties and finding unknown angles involving these figures. In this chapter, students begin from
3-sided triangles, to 4-sided quadrilaterals and finally n-sided polygons. The incremental approach is to ensure that students
have a good understanding before they move on to a higher level. Teachers may want to dedicate more time and attention to
the section on polygons in the last section of this chapter.

Section 4.1: Triangles

Students have learnt about isosceles triangles, equilateral triangles and right-angled triangles in primary
school. In this chapter, students should be aware that triangles can be classified by the number of equal sides
or the types of angles. Teachers may want to check students’ understanding on the classification of triangles
(see Thinking Time on page 260). Teachers should highlight to the students that equilateral triangles are a
special type of isosceles triangles while scalene triangles are triangles that are not isosceles, and are definitely
not equilateral triangles.

Students should explore and discover that the longest side of a triangle is opposite the largest angle, and the sum
of two sides is always larger than the third side (see Investigation: Basic Properties of a Triangle).

Teachers should ensure students are clear what exterior angles are before stating the relation between exterior
angles and its interior opposite angles. Some may think that the exterior angle of a triangle is the same as the
reflex angle at a vertex of a triangle.

Section 4.2: Quadrilaterals

Teachers may want to first recap students’ knowledge of parallelograms, rhombuses and trapeziums based
on what they have learnt in primary school. Teachers can use what students have learnt in Chapter 10,
reintroduce and build up their understanding of the different types of quadrilaterals and their properties
(see Investigation: Properties of Special Quadrilaterals and Investigation: Symmetric Properties of Special
Quadrilaterals). For further understanding, teachers may wish to show the taxonomy of quadrilaterals to
demonstrate their relations.

Before proceeding onto the next section, teachers may want to go through with the students the angle properties
of triangles and quadrilaterals. This reinforces the students’ knowledge as well as prepares them for the section
on polygons.

Section 4.3: Polygons

Teachers should emphasise to the students that triangles and quadrilaterals are polygons so that they are aware
that all the concepts which they have learnt so far remains applicable in this topic. Students should learn the
different terms with regards to polygons. In this section, most polygons studied will be simple, convex polygons.

Students need to know the names of polygons with 10 sides or less and the general naming convention of polygons
(see Class Discussion: Naming of Polygons). Through the class discussion, students should be able to develop a
good understanding on polygons and be able to name them. They should also know and appreciate the properties
of regular polygons (see Investigation: Properties of a Regular Polygon and Investigation: Symmetric Properties
of Regular Polygons).

Teachers can ask students to recall the properties of triangles and quadrilaterals during the investigation of the
sum of interior angles and sum of exterior angles of a polygon. Students should see a pattern in how the sum of
interior angles differs as the number of sides increases and understand its formula, (see Investigation: Sum of
Interior Angles of a Polygon) as well as discover that the sum of exterior angles is always equal to 360° regardless
of the number of sides of the polygon (see Investigation: Sum of Exterior Angles of a Pentagon).

1 46
Challenge Yourself

Some of the questions (e.g. Questions 1 and 2) may be challenging for most students while the rest of the questions
can be done with guidance from teachers.

Question 1: Two new points need to be added. The first point (say, E) is the midpoint of BC and the second point
(say, F) lies on the line AE such that nBCF is equilateral. Draw the lines AE, CF and DF. Begin by finding ABC
and continue from there.

Question 2: Draw DG such that BC // DG, and mark E at the point where DG cuts CD. Join E and F. Begin by
finding ACB and continue from there.

47 1
WORKED SOLUTIONS 6. (a) Square : All sides are equal in length.
Parallelogram : Opposite sides are equal in length.
Thinking Time (Page 260)
Rhombus : All sides are equal in length.
A represents isosceles triangles. Trapezium : All sides are not equal in length.
B represents scalene triangles. Kite : There are two pairs of equal adjacent sides.
C represents acute-angled triangles. (b) Square : All four interior angles are right angles.
D represents right-angled triangles. Parallelogram : Opposite interior angles are equal.
Rhombus : Opposite interior angles are equal.
Investigation (Basic Properties of a Triangle) Trapezium : All four interior angles are not equal.
Kite : One pair of opposite interior angles is equal.
1. The side opposite /B is b and the side opposite /C is c.
(c) Square : The two diagonals are equal in length.
2. The largest angle is /C and the smallest angle is /B.
Parallelogram : The two diagonals are not equal in length.
The side opposite the largest angle, /C is the longest side and the
Rhombus : The two diagonals are not equal in length.
side opposite the smallest angle, /B is the shortest side.
Trapezium : The two diagonals are not equal in length.
3. The bigger the angle, the longer the side opposite it. The angle
Kite : The two diagonals are not equal in length.
opposite the side shortest in length will be the smallest angle. This
(d) Square : The diagonals bisect each other.
applies to the longest side as well i.e. the longest side is always
Parallelogram : The diagonals bisect each other.
opposite the largest angle.
Rhombus : The diagonals bisect each other.
4. The sum of the lengths of the two shorter sides of a triangle is always
Trapezium : The diagonals do not bisect each other.
longer than the length of the longest side.
Kite : The diagonals do not bisect each other.
5. Yes, since the sum of the angles facing the two shorter sides are
(e) Square : The diagonals are perpendicular to each other.
greater than the largest angle facing the longest side, hence, the sum
Parallelogram : The diagonals are not perpendicular to each
of the lengths of the two shorter sides of a triangle is always longer
other.
than the length of the longest side.
Rhombus : The diagonals are perpendicular to each other.
6. No, it is not possible to form a triangle.
Trapezium : The diagonals are not perpendicular to each
7. a + b = c. It is still not possible to form a triangle.
other.
8. The sum of the lengths of any two line segments has to be greater
Kite : The diagonals are perpendicular to each other.
than the length of the third line segment
(f) Square : The diagonals bisect the interior angles.
From the investigation, two basic properties of a triangle are: Parallelogram : The diagonals do not bisect the interior angles.
• The largest angle of a triangle is opposite the longest side, and the Rhombus : The diagonals bisect the interior angles.
smallest angle is opposite the shortest side. Trapezium : The diagonals do not bisect the interior angles.
• The sum of the lengths of any two sides of a triangle must be greater Kite : One diagonal bisects the interior angles.
than the length of the third side.
Thinking Time (Page 271)
Investigation (Properties of Special Quadrilaterals)
(a) Yes (b) Yes (c) Yes
1. AB = 2.8 cm, BC = 1.8 cm, DC = 2.8 cm, AD = 1.8 cm (d) Yes (e) Yes
AB = DC and BC = AD (Opposite sides are equal in length.) A represents kites.
2. BAD = 90°, ABC = 90°, BCD = 90°, ADC = 90° B represents parallelograms.
BAD = ABC = BCD = ADC = 90° (All four interior angles are right C represents rhombus.
angles.) D represents squares.
3. AE = 1.7 cm, BE = 1.7 cm, CE = 1.7 cm, DE = 1.7 cm
AE = BE = CE = DE = 1.7 cm (Diagonals bisect each other.)
4. AE + CE = 1.7 + 1.7 = 3.4 cm,
BE + DE = 1.7 + 1.7 = 3.4 cm
Both of the sums are equal. (The two diagonals are equal in length.)
5. The following properties hold:
• Opposite sides are equal in length.
• All four interior angles are right angles.
• Diagonals bisect each other.
• The two diagonals are equal in length.

1 48
Class Discussion (Naming of Polygons) Journal Writing (Page 278)
Since a regular polygon is a polygon with all sides equal and all angles
equal, the statement made by Devi is correct as she stated one of the two
properties of a regular polygon.
On the other hand, the statement made by Michael is wrong as he stated
Triangle (3-sided) Quadrilateral (4-sided) Pentagon (5-sided) an incomplete definition of a regular polygon, i.e. the conditions of a
regular polygon. A polygon with all sides equal may not be regular,
e.g. a square is a regular polygon (see Fig. (a)) but a rhombus is not a
regular polygon (see Fig. (b)). This is because even though a rhombus is
a polygon with all sides equal, not all its angles are equal. The hexagon
shown in Fig. (d) is a regular polygon but the hexagon shown in Fig. (e)
Hexagon (6-sided) Heptagon (7-sided) Octagon (8-sided) is not a regular polygon because even though all its sides are equal, not
all its angles are equal. Hence, it does not mean that a polygon with all
sides equal is regular.

Nonagon (9-sided) Decagon (10-sided)

Thinking Time (Page 277) Fig. (a) Fig. (b) Fig. (c)

The name of a regular triangle is an equilateral triangle and the name of

a regular quadrilateral is a square.

Investigation (Properties of a Regular Polygon)

1. Yes.
(a) Rhombus Fig. (d) Fig. (e) Fig. (f)
(b) In addition, a polygon with all angles equal may not be regular. For
example, a rectangle is a polygon (see Fig. (c)) but it is not regular
because not all its sides are equal although all its angles are equal. Another
example is the hexagon as shown in Fig. (f). It is not a regular polygon
because even though all its angles are equal, not all its sides are equal.
2. Yes. Hence, it does not mean that a polygon with all angles equal is regular.
(a) Square and Rectangle
In conclusion, a regular polygon is a polygon with all sides equal and
(b)
all angles equal.

49 1
Investigation (Sum of Interior Angles of a Polygon) Investigation (Sum of Exterior Angles of a Pentagon)
1. 1. –
Number of 2. The sum of exterior angles of a pentagon is 360° as all the exterior
Number
Polygon Triangle(s) Sum of Interior Angles angles will meet at a vertex.
of sides
formed From the investigation, we observe that the sum of exterior angles
of a pentagon is 360°.
A proof of the above result is given as follows:
3 1 1 × 180° = (3 – 2) × 180°
Consider the pentagon in Fig. 11.24.
Triangle We have /a + /p = 180°, /b + /q = 180°,
/c + /r = 180°, /d + /s = 180° and /e + /t = 180°.
\ /a + /p + /b + /q + /c + /r + /d + /s + /e + /t
= 5 × 180°
4 2 2 × 180° = (4 – 2) × 180° (/a + /b + /c + /d + /e) + (/p + /q + /r + /s + /t) = 900°
Since the sum of interior angles of a pentagon
= /a + /b + /c + /d + /e
Quadrilateral
= (5 – 2) × 180° = 540°,
540° + (/p + /q + /r + /s + /t) = 900°.
\ /p + /q + /r + /s + /t = 900° – 540° = 360°
5 3 3 × 180° = (5 – 2) × 180° By using this method, we can show that the sum of exterior angles
of a hexagon, of a heptagon and of an octagon is also 360°.
Pentagon
Thinking Time (Page 285)
1. (i) No. Since 70° is not an exact divisor of 360°, hence a regular
polygon to have an exterior angle of 70° is not possible.
6 4 4 × 180° = (6 – 2) × 180°
(ii) Since
360° = 3 × 120°,
Hexagon 360° = 4 × 90°,
360° = 6 × 60°,
360° = 8 × 45°,
7 5 5 × 180° = (7 – 2) × 180° 360° = 9 × 40°,
360° = 10 × 36°,
360° = 12 × 30°,
Heptagon
360° = 15 × 24°,
360° = 18 × 20°,
360° = 20 × 18°,
8 6 6 × 180° = (7 – 2) × 180°
360° = 25 × 15°,
360° = 30 × 12°,
360° = 40 × 9°,
Octagon
360° = 45 × 8°,
n-gon n (n – 2) (n – 2) × 180° 360° = 60 × 6°,
360° = 90 × 4°,
2. If a polygon has n sides, then it will form (n – 2) triangles.
360° = 120 × 3°,
360° = 180 × 2°,
Investigation (Tesellation) All the possible values of the angle are 2°, 3°, 4°, 6°, 8°, 9°, 12°,
1. The only regular polygons that tessellate on their own are equilateral 15°, 18°, 20°, 24°, 30°, 36°, 40°, 45°, 60°, 90° and 120°.
triangles, squares and regular hexagons. Combinations of other 2. No, it is not possible as a concave polygon has one or more interior
regular polygons such as a square and a regular octagon can produce angles that are greater than 180° while as a regular polygons has all
tessellations. interior angles that are less than 180°.
2. See Fig. 11.17 in the textbook for an example.
3. The sum of the corner angles will add up to 360°.

1 50
Practise Now 1 54°
x° =
2
1. 90° + 65° + a° = 180° (/ sum of n) = 27°
a° = 180° – 90° – 65° \ CDE = 27°
= 25°
\ a = 25 Practise Now 4
2. Since AC = BC, \ CAB = CBA = b°
1. (i) ABC = 108° (opp. /s of // gram)
b° + 52° + b° = 180° (/ sum of n)
9x° = 108°
2b° = 180° – 52°
= 128° 108°
x =
9
128°
b° = = 12°
2
\ x = 12
= 64°
(ii) (DCE + 38°) + 108° = 180° (int. /s, AD // BC)

\ b = 64
DCE = 180° – 38° – 108°
= 34°
Practise Now 2
2. (5x + 6)° + (2x + 13)° = 180° (int. /s, AB // DC)
(a) a° = 53° + 48° (ext. / of n) 7x° + 19° = 180°
= 101° 7x° = 180° – 19°
\ a = 101 = 161°
(b) FDE = 93° (vert. opp. /s) 161°
x° =
b° + 33° + 93° = 180° (/ sum of n) 7
b° = 180° – 33° – 93° = 23°
= 54° \ x = 23
\ b = 54 [5(23) + 6]° + (y + 17°) = 180° (int. /s, AB // DC)
c° = 41° + 93° (ext. / of nABD) y° = 180° – 121° – 17°
= 134° = 42°
\ c = 134 \ y = 42

Practise Now 3 Practise Now 5

1. (i) DAE = 90° (right angle) 1. (i) CAB = 32° (alt. /s, AB // DC)
51° + 90° + AED = 180° (/ sum of nAED) Since BA = BC, \ ACB = CAB = 32°
AED = 180° – 51° – 90° 32° + ABC + 32° = 180° (/sum of nABC)
= 39° ABC = 180° – 32° – 32°
(ii) CDE + 51° = 90° (/ADC is a right angle) = 116°
CDE = 90° – 51° (ii) Since AC = CE, \ CEA = CAE = 32°
= 39° 32° + (32° + BCE) + 32° = 180° (/ sum of nABC)
68° + 39° + CED = 180° (/ sum of nCDE) BCE = 180° – 32° – 32° – 32°
CED = 180° – 68° – 39° = 84°
= 73° 2. BDC = (3x + 13)° (diagonals bisect interior angles of a rhombus)
2. (i) Since EB = EC (diagonals bisect each other), \ EBC = 63° DAC = (x + 45)° (diagonals bisect interior angles of a rhombus)
63° + BEC + 63° = 180° (/ sum of nBEC) 2(3x + 13)° + 2(x + 45)° = 180° (int. / s, AB // DC)
BEC = 180° – 63° – 63° 6x° + 26° + 2x° + 90° = 180°
= 54° 8x° = 180° – 26° – 90°
(ii) DEC + 54° = 180° (adj. /s on a str. line) 8x° = 64°
DEC = 180° – 54° 64°
x° =
= 126° 8
Since ED = EC (diagonals bisect each other), = 8°
\ CDE = DCE = x°. \ x = 8
x° + 126° + x° = 180° (/ sum of nCDE)
2x° = 180° – 126°
= 54°

51 1
Practise Now 6 2. The sum of exterior angles of the regular decagon is 360°.
\ Size of each exterior angle of the regular decagon
1. Sum of interior angles of a pentagon
360°
= (n – 2) × 180° =
10
= (5 – 2) × 180°
= 36°
= 540°
\ Size of each interior angle of the regular decagon
a° + 121° + a° + a° + 107° = 540°
= 180° – 36°
3a° = 540° – 121° – 107°
= 144°
3a° = 312°
3. The sum of exterior angles of an n-sided polygon is 360°.
312° 25° + 26° + 3(180° – 161°) + (n – 5)(180° – 159°) = 360°
a° =
3
25° + 26° + 3(19°) + (n – 5)(21°) = 360°
= 104°
25° + 26° + 57° + n(21°) – 105° = 360°
\ a = 104
n(21°) = 360° – 25° – 26° – 57° + 105°
2. Sum of interior angles of a hexagon
= 357°
= (n – 2) × 180°
357ϒ
= (6 – 2) × 180° n =
21ϒ
= 720°
= 17
3b° + 4b° + 104° + 114° + 128° + 122° = 720°
7b° = 720° – 104° – 114°
Practise Now 9
– 128° – 122°
7b° = 252° E D

252°
b° =
7
= 36° F C
\ b = 36

Practise Now 7 A B G

(i) Sum of interior angles of a regular polygon with 24 sides Size of each exterior angle of the hexagon
= (n – 2) × 180° 360°
=
= (24 – 2) × 180° 6
= 3960° = 60°
(ii) Size of each interior angle of a regular polygon with 24 sides CBG = BCG = 60°
3960° BGC + 60° + 60° = 180° (/ sum of nBCG)
=
24 BGC = 180° – 60° – 60°
= 165° = 60°

Practise Now 8 Practise Now 10

1. (a) The sum of exterior angles of the regular polygon is 360°. (i) Sum of interior angles of a pentagon
\ Number of sides of the polygon = (n – 2) × 180°
360ϒ = (5 – 2) × 180°
=
40ϒ = 540°
= 9 Since PBC is an interior angle of a pentagon,
(b) Size of each exterior angle of a regular polygon 540°
\ PBC = = 108°.
= 180° – 178° 5
= 2° (ii) Since CRQ is an interior angle of a pentagon,
The sum of exterior angles of the regular polygon is 360°. \ CRQ = 108°.
\ Number of sides of the polygon Let QCR = CQR = x° (base /s of isos. nCQR)
360ϒ x° + x° + 108° = 180° (/ sum of nCQR)
=
2ϒ 2x° = 180° – 108°
= 180 2x° = 72°
72°
x° =
2
= 36°
\ QCR = 36°
1 52
(iii) BCD + 108° + 90° = 360° (/s at a point) (d) C
BCD = 360° – 108° – 90°
= 162°
(iv) Let BDC = BCD = y° (base /s of isos. nBCD)
y° + y° + 162° = 180° (/ sum of nBCD)
2y° = 180° – 162°
42° 48°
2y° = 18° B
A
18°
y° = /C = 180° – 42° – 48° (/ sum of n)
2
= 90°
= 9°
It is a scalene triangle and right-angled triangle.
\ BDC = 9°
2. (a) Third angle of the triangle
(v) Let the exterior angle of the n-sided polygon be a°.
= 180° – 40° – 40° (/ sum of n)
a° + 162° = 180° (adj /s on a str. line)
= 100°
a° = 180° – 162°
(b) Third angle of the triangle
= 18°
= 180° – 87° – 87° (/ sum of n)
Since the sum of the exterior angles of the n-sided polygon is 360°,
= 6°
360°
\ n = (c) Third angle of the triangle
18ϒ
= 20 = 180° – 15° – 15° (/ sum of n)
= 150°
Exercise 11A (d) Third angle of the triangle
= 180° – 79° – 79° (/ sum of n)
1. (a) C
= 22°
3. (a) 39° + 90° + a° = 180° (/ sum of n)
a° = 180° – 39° – 90°
20° 60°
A
B = 51°
/C = 180° – 20° – 60° (/ sum of n) \ a = 51
= 100° (b) 68° + 2b° + 64° = 180° (/ sum of n)
It is a scalene triangle and an obtuse-angled triangle. 2b° = 180° – 68° – 64°
(b) C = 48°
48°
b° =
2
= 24°
\ b = 24
(c) 4c° + 3c° + 40° = 180° (/ sum of n)
70° 40° 4c° + 3c° = 180° – 40°
A B
7c° = 140°
/C = 180° – 70° – 40° (/ sum of n)
140°
= 70° c =
7
It is an isosceles triangle and acute-angled triangle. = 20°
\ c = 20
(c) C (d) 3d° + 4d° + d° = 180° (/ sum of n)
8d° = 180°
180°
d° =
8
= 22.5°
\ d = 22.5
(e) Since BA = BC, \ BCA = BAC = 62°
62° + e° + 62° = 180° (/ sum of n)
60° 60°
A B e° = 180° – 62° – 62°
/C = 180° – 60° – 60° (/ sum of n) = 56°
= 60° \ e = 56
It is an equilateral triangle and acute-angled triangle.

53 1
 (f) Since AC = BC = AB, \ CAB = CBA = ACB = f ° 7. (a) a° + 90° = 115° (ext. / of nBCE)
f ° + f ° + f ° = 180° (/ sum of n) a° = 115° – 90°
3f ° = 180° = 25°
180° \ a = 25
f ° =
3 b° = 90° + 32° (ext. / of nEFG)
= 60° = 122°
\ f = 60 \ b = 122
4. (a) a° = 47° + 55° (ext. / of n) (b) ABE = ABD = 89° + 27° (ext. / of nBCD)
= 102° = 116°
\ a = 102 c° = 116° + 22° (ext. / of nABE)
(b) 90° + b° + 50° = 180° (/ sum of n) = 138°
b° = 180° – 90° – 50° \ c = 138
= 40° 8. (a) 82° + 40° + a° = 180° (/ sum of n)
\ b = 40 a° = 180° – 82° – 40°
90° + c° + 35° = 180° (/ sum of n) = 58°

c° = 180° – 90° – 35° \ a = 58
= 55° ADB = 82° (vert. opp. /s)
\ c = 55 b° = 45° + 82° (ext. / of nABD)
(c) d° + 110° = 180° (adj. /s on a str. line) = 127°
d° = 180° – 110° \ b = 127
= 70° (b) EDF + 44° + 57° = 180° (/ sum of n)
\ d = 70 EDF = 180° – 44° – 57°
2e° + 3e° = 110° (ext. / of n) = 79°
5e° = 110° ADB = 79° (vert. opp. /s)
110° c° = 51° + 79° (ext. / of nABD)
e° =
5 = 130°
= 22° \ c = 130
\ e = 22 9. (a) BAC + ACD = 180° (int. /s, AB // CD)
5. 3x° + 4x° + 5x° = 180° (/ sum of n) 108° + (a° + 37°) = 180°
12x° = 180° a° = 180° – 108° – 37°
180° = 35°
x° =
12 \ a = 35
= 15° b° = 71° + 37° (ext. / of nABD)
\ x = 15 = 108°
Smallest angle of the triangle \ b = 108
= 3(15°) (b) AHF = 45° (vert. opp. /s)
= 45° AHI + CIH = 180° (int. /s, AB // CD)
6. (i) Let ADB = BDC = x° (45° + 64°) + (32° + c°) = 180°
90° + 20° + 2x° = 180° (/ sum of n) c° = 180° – 45° – 64° – 32°
2x° = 180° – 90° – 20° = 39°
= 70° \ c = 39
70° d° + 39° + 64° = 180° (/ sum of n)
x° =
2
d° = 180° – 39° – 64°
= 35°
= 77°
\ BDC = 35°
\ d = 77
(ii) CBD + 20° + 35° = 180° (/ sum of n)
CBD = 180° – 20° – 35°
= 125°

1 54
 (c) Since EB = EC, \ ECB = EBC = 2e° 12. (i) DCE + 61° + 41° = 180° (/ sum of n)
f ° = 2e° + 2e° (ext. / of nBCE) DCE = 180° – 61° – 41°
= 4e° = 78°
e° + f ° = 120° (ext. / of nBEF) ACB = 78° (vert. opp. /s)
e° + 4e° = 120° (ii) ABC + 78° + 50° = 180° (/ sum of n)
5e° = 120° ABC = 180° – 78° – 50°
120° = 52°
e° =
5 13. (i) DEC = BCE = 47° (alt. /s, AC // ED)
= 24° 32° + 47° + DFE = 180° (/ sum of nDEF)
\ e = 24 DFE = 180° – 32° – 47°
f ° = 4(24°) = 101°
= 96° (ii) CBD = BDE = 32° (alt /s, AC // ED)
\ f = 96 106° + EBD + 32° = 180° (adj. /s on a str. line)
ABE = DEB (alt /s, AB // CD) EBD = 180° – 106° – 32°
g° + 2(24°) = 96° = 42°
g° = 96° – 48° BDC = EBD = 42° (alt. /s, BE // CD)
= 48° 14. Let CBO be x°.
\ g = 48 1 1
Then CAO = x° and BAO = 1 x°.
(d) AFE = CGF = 68° (corr. /s, AB // CD) 2 2
68° + h° = 180° (adj. /s on a str. line) 1
Since OA = OC, \ ACO = CAO = x°.
h° = 180° – 68° 2
= 112° Since OB = OC, \ CBO = BCO = x°.
\ h = 112 1
Since OA = OB, \ BAO = ABO = 1 x°.
FJI = KJB = 65° (vert. opp. /s) 2
i° = 65° (corr. /s, AB // CD) Hence,
\ i = 65 CAB + ABC + BCA = 180° (/ sum of nABC)
IGH = CGF = 68° (vert. opp. /s) 1 1 1 1
x° + 1 x° + 1 x° + x° + x ° + x ° = 180°
2 2 2 2
68° + j° + 65° = 180° (/ sum of nGHI)
6x° = 180
j° = 180° – 68° – 65°
= 47° 180ϒ
x° =
6
\ j = 47
= 30°
1 °
10. (x – 35)° + (x – 25)° + x – 10 = 180° (/ sum of n) 1
2 \ CAO = (30°) = 15°.
2
5
x° – 70° = 180° 15. Since AB = AC, then let ABC = ACB = x°.
2
DBE = 180° – x° (adj. /s on a str. line)
5
x° = 180° + 70° Since BD = BE, then
2
5 180ϒ – (180 ϒ– x ϒ) xϒ
x° = 250° BDE = BED = = .
2 2 2
250ϒ Since AF = DF, \ FAD = FDA
x° =
5 xϒ
FAD = FDA = BDE = .
2 2
= 100° xϒ
+ x + x° = 180° (/ sum of nABC)
\ x = 100 2
11. (i) ABC + 50° + 26° = 180° (/ sum of n) 1
2 x° = 180°
2
ABC = 180° – 50° – 26°
180ϒ
= 104° x =
1
(ii) CBD = 50° + 26° (ext. / of n) 2
2
= 76° = 72°
\ ABC = 72°

55 1
Exercise 11B 4. (a) Since ABCD is a square, \ DAC = BAC = 45° and hence
DAE = 45°.
1. (a) a° + 54° = 90° (BCD is a right angle)
(Diagonals bisect the interior angles)
a° = 90° – 54°
AED + 82° = 180° (adj. /s on a str. line)
= 36°
AED = 180° – 82°
\ a = 36
= 98°
b° = 36° (alt. /s, AB // DC)
45° + 98° + a° = 180° (/ sum of nADE)
\ b = 36
a° = 180° – 45° – 98°
(b) EBC = 90° (right angle)
= 37°
90° + 39° + c° = 180° (/ sum of nBCE)
\ a = 37
c° = 180° – 90° – 39°
Since ABCD is a square, \ BAC = DAC = 45° and hence
= 51°
EAF = 45°.
\ c = 51
(Diagonals bisect the interior angles)
DCE + 39° = 90° (BCD is a right angle)
AEF = 82° (vert. opp. /)
DCE = 90° – 39°
b° = 45° + 82° (ext. / of nAEF)
= 51°
= 127°
51° + d° + 78° = 180° (/ sum of nCDE)
\ b = 127
d° = 180° – 51° – 78°
(b) Since ABCD is a square, \ BCA = DCA = 45° and hence
= 51°
ECF = 45°.
\ d = 51
(Diagonals bisect the interior angles)
2. (a) a° = 106° (opp. /s of // gram)
c° + 45° + c° = 180° (/ sum of nCEF)
\ a = 106
2c° = 180° – 45°
b° = 48° (alt. /s, AD // BC)
= 135°
\ b = 48
135ϒ
(b) 4c° + 5c° = 180° (int. /s, AB // DC) c° =
2
9c° = 180°
= 67.5°
180ϒ \ c = 67.5
c° =
9
Since ABCD is a square, \ CED = 90° .
= 20°
(Diagonals bisect each other at right angles)
\ c = 20
Hence,

2d° = 4(20°) (opp. / s of // gram)
d° + 67.5° = 90°
80ϒ

d° = d° = 90° – 67.5°
2
= 22.5°
= 40°
\ d = 22.5
\ d = 40
5. (a) Since ABCD is a rhombus, \ ACB = ADC = 114° (Opposite
3. (a) Since ABCD is a kite, \ AD = CD and so ACD = CAD = a°
angles are equal) and hence a = 114.
a° + 100° + a° = 180° (/ sum of nACD)
Since ABCD is a rhombus, \ AB = CB and hence
2a° = 180° – 100°
ACB = CAB = b°.
= 80°
b° + 114° + b° = 180° (/ sum of nABC)
80ϒ
a° = 2b° = 180° – 114°
2
= 40° = 66°
\ a = 40 66ϒ
b° =
Since ABCD is a kite, \ AB = CB and so CAB = ACB = 61°. 2
= 33°
61° + b° + 61° = 180° (/sum of nABC)
\ b = 33
b° = 180° – 61° – 61°
(b) CBD = BDA = 38° (alt. /s, AD // BC)
= 58°
c° = 38°
\ b = 58
\ c = 38
(b)
Since ABCD is a kite, \ DAC = BAC = 40°.
Since ABCD is a rhombus, \ AB = AD and hence
(One diagonal bisects the interior angles)
BDA = DBA = 38°.
40° + 26° + c° = 180° (/ sum of nACD)
38° + d° + 38° = 180° (/ sum of nABD)
c° = 180° – 40° – 26°
d° = 180° – 38° – 38°
= 114°
= 104°
\ c = 114
\ d = 104
1 56
 (c) DCA = CAB = 42° (alt, /s, AB // DC) 9. ADB = (3x + 7)° (diagonals bisect interior angles of a rhombus)
e° = 42° DAC = (2x + 53)° (diagonals bisect interior angles of a rhombus)
\ e = 42 2(3x + 7)° + 2(2x + 53)° = 180° (int. /s, AB // DC)
Since ABCD is a rhombus, \ ADB = CDB = f °. 6x° + 14° + 4x° + 106° = 180°
(Diagonals bisect the interior angles) 10x° = 180° – 14° – 106°
Also, AD = CD and hence CAD = ACD = 42° 10x° = 60°
42° + 2f ° + 42° = 180° (/ sum of nACD) 60ϒ
x° =
2f ° = 180° – 42° – 42° 10
= 96° = 6°
\ x = 6
96ϒ
f ° = 10. 5x° + x° = 180° (int. /s, AB // DC)
2
= 48° 6x° = 180°
180ϒ
\ f = 48 x° =
6
6. (i) AED = 52° (vert. opp. /s)
= 30°
Since AE = DE, \ ADE = DAE = x°.
\ x = 30
x° + 52° + x° = 180° (/ sum of nADE)
2.2(30°) + y° = 180° (int. /s, AB // DC)
2x° = 180° – 52°
y° = 180° – 66°
= 128°
= 114°
128ϒ
x° = \ y = 114
2
11. (i) Since ABCD is a kite, \ BAC = DAC = 25°
= 64°
(One diagonal bisects the interior angles) and
\ ADB = ADE = 64°
since AB = AD, \ BDA = DBA = x°
(ii) ADC = 90° (right angle of a rectangle)
x° + 2(25°) + x° = 180° (/ sum of nABD)
64° + 90° + ACD = 180° (/ sum of nACD)
2x° = 180° – 50°
ACD = 180° – 64° – 90°
= 130°
= 26°
130ϒ
7. (i)
ADE + 65° = 180° (int. /s, AB // DC) x° =
2
ADE = 180° – 65° = 65°
= 115° \ ABD = 65°
(ii) BCD = 65° (opp. /s of // gram) (ii) Since ABCD is a kite, \ BCA = DCA = 44°
CBE + 65° = 125° (ext. / of nBCE) One diagonal bisects the interior angles) and
CBE = 125° – 65° since CB = CD, \ BDC = DBC = y°
= 60° y° + 2(44°) + y° = 180° (/ sum of nBCD)
8. (i) ABD = 46° (alt. /s, AB // DC) 2y° = 180° – 88°
Since ABCD is a rhombus, \ AB = AD and hence = 92°
BDA = DBA = 46°. 92ϒ
y° =
46° + BAD + 46° = 180° (/ sum of nABD) 2
BAD = 180° – 46° – 46° = 46°
= 88° \ CBD = 46°
(ii) DBC = 46° (alt. /s, AD // BC) 12. D C
Since BC = BE, \ BCE = BEC = x°.
x° + x° = 46° (ext. / of nBCE) 118°
2x° = 46°
A E
B
46ϒ (i) Since E is the midpoint of AB, \ CE = DE and hence
x° =
2
CDE = DCE = x°.
= 23°
x° + 118° + x° = 180° (/ sum of nCDE)
\ BCE = 23°
2x° = 180° – 118°
= 62°
62ϒ
x =
2
= 31°
ADE + 31° = 90° (ADC is a right angle)
= 59°
(ii) From (i), DCE = x° = 31°.

57 1
13. S R Since AB = AD, \ ABD = ADB = x°
70° x° + 118° + x° = 180° (/ sum of nABD)
2x° = 180° – 118°
= 62°
62ϒ
x° =
2
= 31°
\ ABD = 31°
42°
P Q (ii) ABC + 52° = 180° (int. /s, AB // DC)
(i) PQR + 70° = 180° (int. /s, PQ // SR) ABC = 180° – 52°
PQR = 180° – 70° = 128°
= 110° From (i), ABD = 31°.
(ii) 42° + 110° + PRQ = 180° (/ sum of nPQR) 36° + CBD = 128°
PRQ = 180° – 42° – 110° CBD = 128° – 31°
= 28° = 97°
14. 16. S
Z Y

64°

108° P R
42°
W X
(i) Since WXYZ is a rhombus, WZY = WXY = 108° (opp. /s of a //
gram) and XZY = XZW = x° (Diagonal bisect the interior angles), Q

hence WZY = 2x° (i) Since PS = RS, \ RPS = PRS = x°.

2x° = 108° x° + 64° + x° = 180° (/ sum of nPRS)
108ϒ 2x° = 180° – 64°

x° =
2 = 116°
= 54° 116ϒ
x° =
\ XZY = 54° 2
(ii) XYZ + 108° = 180° (int. /s, WX // ZY) = 58°
XYZ = 180° – 108° \ PRS = 58°
= 72° (ii) Since PQ = QR, \ QPR = QRP = 42°.
(iii) Since WXYZ is a rhombus, XWZ = XYZ = 72° (opp. /s of a 42° + PQR + 42° = 180° (/ sum of nPQR)
// gram) and XWY = ZWY = y° (Diagonals bisect the interior PQR = 180° – 42° – 42°
angles), hence XWZ = 2y° = 96°
2y° = 72°
72ϒ Exercise 11C
y° =
2
1. (a) Sum of interior angles of a 11-gon
= 36°
= (n – 2) × 180°
\ XWY = 36°
= (11 – 2) × 180°
15. D C
= 1620°
62° 52°
(b) Sum of interior angles of a 12-gon
= (n – 2) × 180°
= (12 – 2) × 180°
= 1800°
A B (c) Sum of interior angles of a 15-gon
(i) BAD + 62° = 180° (int. /s, AB // DC) = (n – 2) × 180°
BAD = 180° – 62° = (15 – 2) × 180°
= 118° = 2340°

1 58
 (d) Sum of interior angles of a 20-gon (b) (i) Sum of interior angles of a regular polygon with 18 sides
= (n – 2) × 180° = (n – 2) × 180°
= (20 – 2) × 180° = (18 – 2) × 180°
= 3240° = 2880°
2. (a) Sum of interior angles of a quadrilateral (ii) Hence, size of each interior angle of a regular polygon with
= (n – 2) × 180° 18 sides
= (4 – 2) × 180° 2880ϒ
=
= 360° 18
78° + 62° + a° + 110° = 360° = 160°
a° = 360° – 78° – 62° – 110° 4. (a) The sum of exterior angles of the regular polygon is 360°.
= 110° \ Size of each exterior angle of the regular polygon
\ a = 110 360ϒ
=
(b) Sum of interior angles of a quadrilateral 24
= (n – 2) × 180° = 15°
= (4 – 2) × 180° \ Size of each interior angle of a regular polygon with 24 sides
= 360° = 180° – 15°
b° + 78° + 2b° + 84° = 360° = 165°
3b° = 360° – 78° – 84° (b) The sum of exterior angles of the regular polygon is 360°.
= 198° \ Size of each exterior angle of the regular polygon
198ϒ 360ϒ
b° = =
3 36
= 66° = 10°
\ b = 66 \ Size of each interior angle of a regular polygon with 36 sides
(c) Sum of interior angles of a pentagon = 180° – 10°
= (n – 2) × 180° = 170°
= (5 – 2) × 180° 5. (a) The sum of exterior angles of the regular polygon is 360°.
= 540° \ Number of sides of the polygon
c° + 152° + 38° + 2c° + 101° = 540° 360ϒ
=
3c° = 540° – 152° – 38° – 101° 90ϒ
= 4
3c° = 249°
(b) The sum of exterior angles of the regular polygon is 360°.
249ϒ
c° = \ Number of sides of the polygon
3
= 83° 360ϒ
=
\ c = 83 45ϒ
= 8
(d) Sum of interior angles of a hexagon
(c) The sum of exterior angles of the regular polygon is 360°.
= (n – 2) × 180°
\ Number of sides of the polygon
= (6 – 2) × 180°
= 720° 360ϒ
=
12ϒ
102° + 5d° + 4d° + 4d° + 108° + 4d° = 720°
= 30
17d° = 720° – 102° – 108°
(d) The sum of exterior angles of the regular polygon is 360°.
= 510°
\ Number of sides of the polygon
510ϒ
d° = 360ϒ
17 =
4ϒ
= 30°
= 90
\ d = 30
6. (a) Size of each interior angle of a regular polygon
3. (a) (i) Sum of interior angles of a hexagon
= 180° – 140°
= (n – 2) × 180°
= 40°
= (6 – 2) × 180°
The sum of exterior angles of the regular polygon is 360°.
= 720°
\ Number of sides of the polygon
(ii) Hence, size of each interior angle of a hexagon
360ϒ
720ϒ =
= 40ϒ
6
= 9
= 120°

59 1
 (b) Size of each interior angle of a regular polygon 9. The sum of exterior angles of an n-sided polygon is 360°.
= 180° – 162° 15° + 25° + 70° + (n – 3) × 50° = 360°
= 18° 15° + 25° + 70° + n(50°) – 150° = 360°
The sum of exterior angles of the regular polygon is 360° n(50°) = 360° – 15° – 25° – 70° + 150°
\ Number of sides of the polygon n(50°) = 400°
360ϒ 400ϒ
= n =
18ϒ 50ϒ
= 20 = 8
(c) Size of each interior angle of a regular polygon 10. The sum of exterior angles of a n-sided polygon is 360°.
= 180° – 172° 3(50°) + (180° – 127°) + (180° – 135°) + (n – 5)(180° – 173°)
= 8° = 360°
The sum of exterior angles of the regular polygon is 360°. 150° + 53° + 45° + (n – 5)(7°) = 360°
\ Number of sides of the polygon 150° + 53° + 45° + n(7°) – 35° = 360°
360ϒ n(7°) = 360° – 150° – 53° – 45° + 35°
=
8ϒ = 147°
= 45 147ϒ
  n =
(d) Size of each interior angle of a regular polygon 7ϒ
= 180° – 175° = 21
= 5° 11. E
The sum of exterior angles of the regular polygon is 360° D
\ Number of sides of the polygon F
360ϒ
= C
5ϒ
= 72 G
7. Sum of interior angles of a pentagon H
= (n – 2) × 180° B
A
= (5 – 2) × 180°
Size of each exterior angle of the heptagon
= 540°
2x° + 3x° + 4x° + 5x° + 6x° = 540° 360ϒ
=
7
20x° = 540°
= 51.43°
540ϒ
x° = BHC + 51.43° + 51.43° = 180° (/ sum of nBCH)
20
BHC = 180° – 51.43° – 51.43°
= 27°
= 77.1° (to 1 d.p.)
Hence, the largest interior angle of the pentagon
12. C
= 6(27°) D
= 162° B
8. (i) The sum of exterior angles of the triangle is 360°.
3y° + 4y° + 5y° = 360°
12y° = 360° A
360ϒ (i) Sum of interior angles of a regular polygon with 20 sides
y° =
12 = (n – 2) × 180°
= 30° = (20 – 2) × 180°
\ y = 30 = 3240°
(ii) Smallest interior angle of the triangle Hence, size of each interior angles of a regular polygon with
= 180° – 5(30°) 20 sides
= 180° – 150° 3240ϒ
= 30° =
20
= 162°
\ ABC = 162°

1 60
 (ii) Since size of each interior angle of a regular polygon with Hence,
20 sides = 162°, ACD = BCD – BCA
\ BCD = 162° = 108° – 36°
Let CBD = CDB = x° (base /s of isos. nBCD) = 72°
x° + x° + 162° = 180° (/ sum of nBCD) (vi) Since size of each interior angle of a hexagon = 120°,
2x° = 180° – 162° \ BAS = 120°
2x° = 18° Since size of each interior angle of a pentagon = 108°,
18ϒ \ BAE = 108°
x° =
2 120° + 108° + SAE = 360° (/s at a point)
= 9° SAE = 360° – 120° – 108°
\ x = 9 = 132°
Hence, Let ASE = AES = x° (base / of isos. nAES)
ABD = ABC – CBD x° + x° + 132° = 180° (/ sum of nAES)
= 162° – 9° 2x° = 180° – 132°
= 153° 2x° = 48°
13. (i) Sum of interior angles of a hexagon 48ϒ
x° =
= (n – 2) × 180° 2
= (6 – 2) × 180° = 24°
= 720° \ ASE = 24°
\ Size of each interior angle of a hexagon 14. (i) Let the interior angle be 5x° and the exterior angle be x°.
720ϒ 5x° + x° = 180° (adj. /s on a str. line)
=
6 6x° = 180°
= 120° 180ϒ
x° =
Since ABP is an interior angle of a hexagon, 6
\ ABP = 120°. = 30°
(ii) Since PQR is an interior angle of a hexagon, Since sum of exterior angles of a n-sided polygon is 360°,
\ PQR = 120°. 360ϒ
\ n = = 12
120ϒ 30ϒ
PQX = (QA is a line of symmetry)
2 (ii) ABC = 5(30°) = 150° (int. / of a 12-sided polygon)
= 60° Let BAC = BCA = x° (base /s of isos. nABC)
360ϒ x° + x° + 150° = 180° (/ sum of nABC)
(iii) AXB = (/s at a point)
6 2x° = 180° – 150°
= 60° 2x° = 30°
(iv) Sum of interior angles of a pentagon x° =
30ϒ
= (n – 2) × 180° 2
= (5 – 2) × 180° = 15°
= 540° Hence,
\ Size of each interior angle of a pentagon ACD = BCD – BCA
540ϒ = 150° – 15°
=
5 = 135°
= 108° (iii) ABC = BCD = 150° (int. / of a 12-sided polygon)
Since ABC is an interior angle of a pentagon, BAD = ADC = y° (base /s of isos. quadrilateral, BA = CD)
\ ABC = 108°. y° + y° + 150° + 150° = 360° (/ sum of quadrilateral)
(v)
Since size of each interior angle of a pentagon = 108°, 2y° = 360° – 150° – 150°
\ BCD = 108° 2y° = 60°
Let BAC = BCA = x° (base /s of isos. nABC) 60ϒ
y° =
x° + x° + 108° = 180° (/ sum of nABC) 2
2x° = 180° – 108° = 30°
2x° = 72° \ ADC = 30°
72ϒ CDE = 150° (int. / of a 12-sided polygon)
x° =
2 Hence,
= 36° ADE = CDE – ADC
\ x = 36 = 150° – 30°
= 120°

61 1
15. (i) Since sum of exterior angles of a n-sided polygon is 360°, 17. Sum of interior angles of a pentagon = 540°
360ϒ Let the exterior angle of the pentagon be x°.
\ n = = 10
36ϒ 5(180° – x°) = 540°
(ii) Size of an interior angle of the n-sided polygon 900° – 5x° = 540°
= 180° – 36° (adj. /s on a str. line) –5x° = 540° – 900°
= 144° –5x° = –360°
Let CBD = CDB = x° (base /s of isos. nBCD) 360ϒ
x° =
x° + x° + 144° = 180° (/ sum of nBCD) 5
2x° = 180° – 144° = 72°
2x° = 36° /a + 72° + 72° = 180°
36ϒ /a = 180° – 72° – 72°
x° =
2 = 36°
= 18° Hence, /a + /b + /c + /d + /e = 5 × 36° = 180°
\ CDB = 18° 18. a1 + x1 = 180° (adj. /s on a str. line)
CDE = 144° (int. / of a 10-sided polygon) a2 + x2 = 180° (adj. /s on a str. line)
Hence, a3 + x3 = 180° (adj. /s on a str. line)
BDE = CDE – CDB a4 + x4 = 180° (adj. /s on a str. line)
= 144° – 18° an + xn = 180° (adj. /s on a str. line)
= 126° Hence,
(iii) Let XCD = XDC = 18° (base /s of isos. nCDX, CX = DX) a1 + x1 + a2 + x2 + a3 + x3 + a4 + a4 + ··· + an + xn = n × 180°
18° + 18° + CXD = 180° (/ sum of nCDX)
a1 + a2 + a3 + a4 + ··· + an + x1 + x2 + x3 + x4 + ··· + xn = n × 180°
CXD = 180° – 18° – 18°
= 144° (n – 2) × 180° + x1 + x2 + x3 + x4 + ··· + xn = n × 180°
16. ACE = /a + /b (ext. / of nABC) x1 + x2 + x3 + x4 + ··· + xn = n × 180° – (n – 2) + 360°
JCE + /a + /b = 180° (adj. /s on a str. line) x1 + x2 + x3 + x4 + ··· + xn = 180°n – 180°n + 360°
JCE = 180° – /a – /b \ x1 + x2 + x3 + x4 + ··· + xn = 360°
DEC = /c + /d (ext. / of nDEF) 19. (i) Two regular polygons are equilateral triangles and squares.
GEC + /c + /d = 180° (adj. /s on a str. line) (ii) The interior angles of the polygons meeting at a vertex must
GEC = 180° – /c – /d add to 360°.
HGJ = /e + /f (ext. / of nGHI)
EGJ + /e + /f = 180° (adj. /s on a str. line) (iii) Shape Interior Angle in degrees
EGJ = 180° – /e – /f Triangle 60
CJG = /g + /h (ext. / of nJKL)
CGJ + /g + /h = 180° (adj. /s on a str. line) Square 90
CJG = 180° – /g – /h Pentagon 108
Sum of interior angles of quadrilateral = (4 – 2) × 180° = 360°
Hexagon 120
\ JCE + GEC + EGJ + CJG = 360°
(180° – /a – /b) + (180° – /c – /d) + (180° – /e – /f ) + More than six sides More than 120 degrees

(180° – /g – /h) = 360°
Since the interior angles of the polygon meeting at a vertex must
–/a – /b – /c – /d – /e – /f – /g – /h
add to 360°, hence the interior angle must be an exact divisor of
= 360° – 180° – 180° – 180° – 180°
360°. This will work only for triangles, squares and hexagons
–/a – /b – /c – /d – /e – /f – /g – /h = –360°
as the interior angle are all divisor of 360°.
Hence,
(iv)
The reason is that the hexagon has the smallest perimeter for
/a + /b + /c + /d + /e + /f + /g + /h = 360°
a given area as compared to the square and the triangle. This
will allow the bees to make more honey using less wax and less
work.

1 62
Review Exercise 11 Since DA = DC, \ DCA = DAC = 39°.
39° + ABC + 39° = 180° (/ sum of nACD)
1. (a) Since AB = AC, \ ACB = ABC = 3a°.
ADC = 180° – 39° – 39°
3a° + 2a° + 3a° = 180° (/ sum of nABC)
= 102°
8a° = 180°
39° + d° = 102°
180ϒ
a° = d° = 102° – 39°
8
= 63°
= 22.5°
\ d = 63
\ a = 22.5
(c) e° + 62° + 52° = 180° (/ sum of nBCD)
(b) Since DA = DB, \ DBA = DAB = 32°.
e° = 180° – 62° – 52°
32° + ADB + 32° = 180° (/ sum of nABD)
= 66°
ADB = 180° – 32° – 32°
\ e = 66
= 116°
48° + f ° + 66° = 180° (adj. /s on a str. line)
116° + b° = 360° (/s at a point)
f ° = 180° – 48° – 66°
b° = 360° – 116°
= 66°
= 244°
\ f = 66
\ b = 244
(d) 110° + DBC = 180° (adj. /s on a str. line)
Since CA = CB, \ CAB = CBA = x°.
DBC = 180° – 110°
x° + 64° + x° = 180° (/ sum of nABC)
= 70°
2x° = 180° – 64°
Since DB = DC, \ DCB = DBC = 70°.
= 116°
Hence, g° = 70°
116ϒ
x° = \ g = 70
2
= 58° 70° + h° = 110° (ext. / of nBCD)
c° + 32° = 58° h° = 110° – 70°
c° = 58° – 32° = 40°
= 26° \ h = 40
\ c = 26 (e) Since DB = DC, \ DBC = DCB = 3i°.
2. (a) Since BA = BD, \ BDA = BAD = a°. (5i + 4)° + 3i° = 180° (adj. /s on a str. line)
a° + 40° + a° = 180° (/ sum of nABD) 8i° = 180° – 4°
2a° = 180° – 40° = 176°
= 140° 176ϒ
i° =
8
140ϒ
a° = = 22°
2
= 70° \ i = 22
\ a = 70 3(22°) + 2j° = [5(22) + 4]° (ext. / of nBCD)
CBD + 40° = 180° (adj. / s on a str. line) 2j° = 114° – 66°
CBD = 180° – 40° = 48°
= 140° 48ϒ
j° =
Since BC = BD, \ BCD = BDC = b°. 2
= 24°
b° + 140° + b° = 180° (/ sum of nBCD)
\ j = 24
2b° = 180° – 140°
(f) k° + 78° = 3k° (ext. / of nABD)
= 40°
3k° – k° = 78°
40ϒ
b° = 2k° = 78°
2
= 20° 78ϒ
k° =
\ b = 20 2
= 39°
(b) Since BA = BD, \ BDA = BAD = c°.
\ k = 39
c° + c° = 78° (ext. / of nABD)
39° + l° + 78° = 180° (/ sum of nABD)
2c° = 78°
l° = 180° – 39° – 78°
78ϒ
c° = = 63°
2
= 39° \ l = 63
\ c = 39

63 1
3. (a) Since AB = AC, ACB = ABC = a°. 4. (a) 112° + ABC = 180° (adj. /s on a str. line)
a° + BAC + a° = 180° (/ sum of nABC) ABC = 180° – 112°
BAC = 180° – 2a° = 68°
DCA = 180° – 2a° (alt. /s, AB // DC) 62° + HED = 180° (adj. /s on a str. line)
Since AC = AD = CD, DCA = CDA = CAD = 60° HED =180° – 62°
180° – 2a° = 60° = 118°
–2a° = 60° – 180° a° + BCD = 180° (adj. /s on a str. line)
= –120° BCD = 180° – a°
–120ϒ Sum of the interior angles of a pentagon = (5 – 2) × 180° = 540°.
a° =
–2 \ 114° + 68° + 180° – a° + 95° + 118° = 540°
= 60° –a° = 540° – 114° – 68° – 180° – 95° – 118°
\ a = 60 = –35°
(b) b° + b° + 76° = 180° (int. /s, AB // DC) \ a = 35
2b° = 180° – 76° (b) Sum of exterior angles of a hexagon = 360°
= 104° \ 2b° + 4b° + 3b° + b° + b° + b° = 360°
104ϒ 12b° = 360°
b° =
2 360ϒ
= 52° b° =
12
\ b = 52 = 30°

c° + c° + 118° = 180° (int. /s, AB // DC) \ b = 30
2c° = 180° – 118° c° + 3(30°) = 180° (adj. /s on a str. line)
= 62° c° = 180° – 90°
62ϒ = 90°
c° =
2 \ c = 90
= 31° 5. (i) ACD = 40° (alt. /s, AB // DC)
\ c = 31 (ii) CAD + 108° + 40° = 180° (int. /s, AD// BC)
52° + 31° + d° = 180° (/ sum of nABE) CAD = 180° – 108° – 40°
d° = 180° – 52°– 31° = 32°
= 97° 6. (i) Since AB = AD, \ ADB = ABD = 62°.
\ d = 97 62° + BAD + 62° = 180° (/ sum of nABD)
(c) Since EA = EB, EAB = EBA = 58°. BAD = 180° – 62° – 62°
58° + e° = 180° (int. /s, AB // DC) = 56°
e° = 180° – 58° (ii) Since CB = CD, \ BDC = DBC = x°.
= 122° x° + 118° + x° = 180° (/ sum of nBCD)
\ e = 122 2x° = 180° – 118°
f ° = 58° (corr. /s, AB // DC) = 62°
\ f = 58 62ϒ
Since ED = EC, EDC = ECD = 58°. x° =
2
58° + g° + 58° = 180° (/ sum of nCDE). = 31°
g° = 180° – 58° – 58° \ BDC = 31°
= 64°
\ g = 64

1 64
7. Since nABE is an equilateral triangle, AB = AE = BE and 10. Sum of interior angles of a pentagon
EAB = EBA = AEB = 60°. = (5 – 2) × 180°
DAE + 60° = 90° (right angle of a square) = 3 × 180°
DAE = 90° – 60° = 540°
= 30° Let the 5 interior angles be 3x°, 4x°, 5x°, 5x° and 7x°.
Since AD = AB, \ AE = AD and AED = ADE = x°. 3x° + 4x° + 5x° + 5x° + 7x° = 540°
x° + 30° + x° = 180° (/ sum of nADE) 24x° = 540°
2x° = 180° – 30° 540ϒ
x° =
= 150° 24
150ϒ = 22.5°
x° =
2 (i) Largest interior angle = 7 × 22.5°
= 75° = 157.5°
CBE + 60° = 90° (right angle of a square) (ii) Largest exterior angle = 180° – 3 × 22.5°
CBE = 90° – 60° = 112.5°
= 30° 11. Sum of exterior angles of a n-sided polygon = 360°
Since BC = AB, \ BE = BC and BEC = BCE = y°. 35° + 72° + (n – 2) × 23° = 360°
y° + 30° + y° = 180° (/ sum of nBEC) 23°n = 360° – 35° – 72° + 46°
2y° = 180° – 30° = 299°
= 150° 299ϒ
n =
150ϒ 23ϒ
y° =
2 = 13
= 75° 12. Let the interior angle be 13x° and the exterior angle be 2x°.
75° + 60° + 75° + CED = 360° (/s at a point) 13x° + 2x° = 180° (adj. /s on a str. line)
CED = 360° – 75° – 60° – 75° 15x° = 180°
= 150° 180ϒ
x° =
8. Sum of interior angles of a (2n – 3)-sided polygon 15
= [(2n – 3) – 2] × 180° = 12°
Hence, Sum of exterior angles of a n-sided polygon = 360°
[(2n – 3) – 2] × 180° = 62 × 90° Hence,
(2n – 5) × 180° = 5580° 360ϒ
n =
360°n – 900° = 5580° 2(12ϒ)
360°n = 5580° + 900° = 15
360°n = 6480° 13. Sum of the interior angles of a n-sided polygon = (n – 2) × 180°
6480ϒ Sum of the exterior angles of a n-sided polygon = 360°
n = (n – 2) × 180° = 4 × 360°
360ϒ
= 18 180°n = 1440° + 360°
9. Sum of interior angles of a n-sided polygon = 1800°
= (n – 2) × 180° 1800ϒ
n =
126° + (n – 1) × 162° = (n – 2) × 180° 180ϒ
126° + 162°n – 162° = 180°n – 360° = 10
180°n – 162°n = 360° + 126° –162°
18°n = 324°
324ϒ
n =
18ϒ
= 18

65 1
Challenge Yourself 2. ACB =
180ϒ – 20 ϒ
(base /s of isos. nABC)
2
180ϒ – 20 ϒ 160ϒ
1. ABC = (base /s of isos. nABC) =
2 2
160ϒ = 80°
=
2
\ DCF = DCA
= 80°
= ACB – 60°
A
= 80° – 60°
= 20°
BFC + FCB + 50° = 180° (/ sum of nBCF)
20°
BFC + ACB + 50° = 180°
D BFC + 80° + 50° = 180°
BFC = 180° – 80° – 50°
G = 50°
Since CBF = BFC = 50°, i.e. CB = CF,
F then nBCF is an isosceles triangle.
A

B C
E 20°
Draw E on BC such that AE ^ BC.
Draw F on AE such that nBCF is an equilateral triangle.
Then ABF = 80° – 60° = 20° and BF = BC = AD. D G
Consider the quadrilateral ABFD.
A F
E

20°
50° 60°
D B C

Draw G on AG such that DG // BC.

G Draw BG to cut CD at E.
Draw EF.
F By symmetry, BE = CE, so nBCE is an isosceles triangle.
Since the base angle of nBCE is 60°,
20° then nBCE is an equilateral triangle,
i.e. BEC = 60° and EBF = 60° – 50° = 10°.
B \ CE = CB (sides of equilateral nBCE)
Since ABF = BAD = BAC = 20° and BF = AD, = CF (sides of isosceles nBCF)
then by symmetry, AB // DF and ABFD is an isosceles trapezium. Since CE = CF,
In the isosceles trapezium ABFD, by symmetry, AG = BG, so nABG then nCEF is an isosceles triangle.
is an isosceles triangle. 180ϒ – ECFˆ
CFE = (base /s of isos. nCEF)
20ϒ 2
Since BAG = BAE = = 10° (AE bisects BAC), ˆ
2 =
180ϒ – DCF
then ABG = BAG = 10° (base /s of isos. nABG). 2
\ ADB + ABD + BAD = 180° (/ sum of nABD) 180ϒ – 20 ϒ
=
ADB + ABG + 20° = 180° 2
ADB + 10° + 20° = 180° 160ϒ
=
2
ADB = 180° – 10° – 20°
= 80°
= 150°
\ BFE = CFE – BFC
Teachers may wish to note the usefulness of the symmetric properties
= 80° – 50°
of an isosceles trapezium. Otherwise, formal proofs using congruent
= 30°
triangles are beyond the scope of Secondary 1 syllabus.

1 66
 FEG = EBF + BFE (ext. / of nBEF) 4. (i) An exterior angle of a concave polygon has a negative measure
= 10° + 30° and is inside the polygon as shown in the diagram below.
= 40° E.g.
DEG = BEC (vert. opp. /s)
= 60° e4°
DGE = CBE (alt. /s, DG // BC) i4° i5°
e5°
= 60°
Since the base angle of nDEG is 60°, i1°
e3°
then nDEG is an equilateral triangle, e1°
i.e. EDG = 60° and DE = DG.
AGD = ACB (corr. /s, DG // BC) i2°
= 80° e2°
\ FGE + DGE + AGD = 180° (adj. /s on a str. line)
FGE + 60° + 80° = 180° (ii) Yes. Exterior angle of the vertex which is “pushed in” will
FGE = 180° – 60° – 80° flip over into the inside of the polygon and becomes negative.
= 40° Adding all the exterior angles as before, they will still add to
Since FEG = FGE = 40°, 360°.
then nEFG is an isosceles triangle, E.g. i1° + (–e1°) + i2° + e2° + i3° + e3° + i4° + e4° + i5° + e5° +
i.e. FE = FG. = 5 × 180°
Consider the quadrilateral DEFG. [i1° + i2° + i3° + i4° + i5°] + (–e1°) + e2° + e3° + e4° + e5°
G = 900°
D (–e1°) + e2° + e3° + e4° + e5°
= 900 – [i1° + i2° + i3° + i4° + i5°]
(–e1°) + e2° + e3° + e4° + e5° = 900° – (5 – 2) × 180°
F (–e1°) + e2° + e3° + e4° + e5° = 900° – 540°
(–e1°) + e2° + e3° + e4° + e5° = 360°
The above proof holds for any n-sided polygon.
E
Since DE = DG and FE = FG, 5. In a n-sided polygon, each diagonal connects one vertex to another
then DEFG is a kite. vertex which is not its next-door neighbour. Since there are n
In the kite DEFG, the longer diagonal DF bisects EDG. vertices in an n-sided polygon, therefore there are n starting points
\ CDF = EDF for the diagonals. For each diagonal, it (e.g. V1) can join to other
60ϒ (n – 3) vertices since it cannot join itself (V1) or either of the two
=
2 neighbouring vertices (V2 and Vn). So the total number of diagonals
= 30° formed is n × (n – 3). However, in this way, each diagonal would
3. Yes. For any n-sided concave polygon, it can still form (n – 2) be formed twice (to and from each vertex), so the product n(n – 3)
triangles in the polygon. must be divided by 2. Hence the formula is n ( n – 3) .
Hence the sum of the interior angles is still the same. 2
E.g.
E.g. V1

Vn
V2

Vn – 1

V3
V4

67 1
 Chapter 5 Further Expansion and Factorisation of Algebraic Expressions
TEACHING NOTES
Suggested Approach
The general form of a quadratic expression in one variable is ax2 + bx + c, where x is the variable and a, b and c are given
numbers. In the expression, c is known as the constant term as it does not involve the variable x. When we expand the product
of two linear expressions in x, we obtain a quadratic expression in x.

Factorisation is the reverse of expansion. When we expand the product of two linear expressions, we obtain a quadratic expression.
By reversing the process, we factorise the quadratic expression into a product of two linear factors.

Teachers can use the Concrete-Pictorial-Approach using the algebra discs to illustrate the process of expansion and factorisation
of quadratic expressions. However, the emphasis should be for the students to use a Multiplication Frame when factorising any
quadratic expressions.

Section 5.1: Expansion and Factorisation of Algebraic Expressions

In this section, students should have ample practice to expand and factorise slightly more difficult and complicated
algebraic expressions. The focus for expansion of algebraic expressions should be on applying the Distributive
Law while for factorisation of algebraic expressions, students should be using the Multiplication Frame.

Section 5.2: Expansion Using Special Algebraic Identities

The area of squares and rectangles can be used to show the expansion of the three special algebraic identities.
Teachers can also guide students to complete the Class Discussion on page 121 (see Class Discussion: Special
Algebraic Identities).

From the Class Discussion activity, students should conclude that these algebraic identities known as perfect
squares, (a + b)2 and (a – b)2 and the difference of two squares (a + b)(a – b), are useful for expanding algebraic
expressions.

Special Algebraic Identity 1 a b

Expand (a + b)2.

Area of square = (a + b)2 a a2 ab

= a2 + ab + ab + b2
= a2 + 2ab + b2

b ab b2

Special Algebraic Identity 2 a–b b

Expand (a – b)2.

Area of small square a–b (a – b)2 (a – b)b

= (a – b)2
= a2 – b2 – 2(a – b)b
= a2 – b2 – 2ab + 2b2
= a2 – 2ab + b2
b (a – b)b b2

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 Special Algebraic Identity 3

Area of rectangle a a2 ab
= (a + b)(a – b)
= (a2 – ab) + (ab – b2)
= a2 – ab + ab – b2 a b
= a2 – b2
a+b

a–b (a + b)(a – b)

b ab b2

a b

As an additional activity, teachers may want to ask students the following:

Is (a + b)2 = a2 + b2 and (a – b)2 = a2 – b2? Explain your answer.

Below are some common misconceptions regarding expansion that teachers may want to remind students of.

• (x + 2)2 = x2 + 4 instead of (x + 2)2 = x2 + 4x + 4

• (2x – 1)2 = 4x2 – 1 instead of (2x – 1)2 = 4x2 – 4x + 1

Section 5.3 Factorisation Using Special Algebraic Identities

Since factorisation is the reverse of expansion, when we factorise the quadratic expression using the special
algebraic identities, we have

•
a2 + 2ab + b2 = (a + b)2
•
a2 – 2ab + b2 = (a – b)2
•
a2 – b2 = (a + b)(a – b)

Teachers should provide ample practice for students to check if the given quadratic expression can be factorised
using the special algebraic identities. Get students to learn to identify the ‘a’ and ‘b’ terms in any given expression.

Section 5.4: Factorisation by Grouping

Students have learnt how to factorise algebraic expressions of the form ax + ay by identifying the common factors
(either common numbers or common variables of the terms) in Secondary One.

To factorise algebraic expressions of the form ax + bx + kay + kby, it may be necessary to regroup the terms of
the algebraic expression before being able to identify the common factors. The idea is to identify the common
factor(s) in the first two terms and another common factor(s) in the last 2 terms.

For example, to factorise by grouping, we have

ax + bx + kay + kby
= x(a + b) + ky(a + b)
= (a + b)(x + ky)

69 1
WORKED SOLUTIONS 1 8 1 8
2. a × – b = ×a × – ×b
Thinking Time (Page 133) 2 3 2 3
1 8
(a + b)(c + d + e) = a(c + d + e) + b(c + d + e)
= × – ×a×b
2 3
= ac + ad + ae + bc + bd + be
4

=– ab
3
Class Discussion (Special Algebraic Identities)
1. (a + b)2 = (a + b)(a + b) Practise Now 2
= a(a + b) + b(a + b)
(a) –y(5 – 2x) = –5y + 2xy
= a2 + ab + ab + b2
(b) 2x(7x + 3y) = 14x2 + 6xy
= a2 + 2ab + b2
2. (a – b)2 = (a – b)(a – b)
Practise Now 3
= a(a – b) – b(a – b)
= a2 – ab – ab + b2 (a) 4x(3y – 5z) – 5x(2y – 3z) = 12xy – 20xz – 10xy + 15xz
= a2 – 2ab + b2 = 12xy – 10xy – 20xz + 15xz
3. (a + b)(a – b) = a(a – b) + b(a – b) = 2xy – 5xz
= a2 – ab + ab – b2 (b) x(2x – y) + 3x(y – 3x) = 2x2 – xy + 3xy – 9x2
= a2 – b2 = 2x2 – 9x2 – xy + 3xy
= –7x2 + 2xy
Thinking Time (Page 145)
Practise Now 4
5x2 – 12x – 9 = 5x2 – 15x + 3x – 9
= 5x(x – 3) + 3(x – 3) (a) (x + 9y)(2x – y) = x(2x – y) + 9y(2x – y)
= (5x + 3)(x – 3) = 2x2 – xy + 18xy –9y2
= 2x2 + 17xy – 9y2
Class Discussion (Equivalent Expressions) (b) (x – 3)(6x + 7) = x2(6x + 7) – 3(6x + 7)
2

= 6x3 + 7x2 – 18x – 21

A = (x – y)2 = (x – y)(x – y) = I
A = (x – y)2 = x2 – 2xy + y2 = M
Practise Now 5
B = (x + y)(x + y) = (x + y)2 = G
B = (x + y)(x + y) = x2 + 2xy + y2 = O 2x(3x – 4y) – (x – y)(x + 3y)
D = (2w – x)(z – 3y) = 2wz – 6wy + 3xy – xz = F = 6x2 – 8xy – [x(x + 3y) – y(x + 3y)]
E = –5x2 + 28x – 24 = 2x – (x – 4)(5x – 6) = L = 6x2 – 8xy – (x2 + 3xy – xy – 3y2)
J = x2 – y2 = (x + y)(x – y) = K = 6x2 – 8xy – (x2 + 2xy – 3y2)
= 6x2 – 8xy – x2 – 2xy + 3y2
Practise Now 1 = 6x2 – x2 – 8xy – 2xy + 3y2­
= 5x2 – 10xy + 3y2
1. (a) 5x × 6y = (5 × x) × (6 × y)
= (5 × 6) × x × y
Practise Now 6
= 30xy
(b) (–8x) × 2y = (–8 × x) × (2 × y) (a) (x – 5y)(x + 4y – 1)
= (–8 × 2) × x × y = x(x + 4y – 1) – 5y(x + 4y – 1)
= –16xy = x2 + 4xy – x – 5xy – 20y2 + 5y
(c) x2yz × y2z = (x × x × y × z) × (y × y × z) = x2 + 4xy – 5xy – x – 20y2 + 5y
= (x × x) × (y × y × y) × (z × z) = x2 – xy – x – 20y2 + 5y
= x2y3z2 (b) (x + 3)(x2 – 7x – 2)
(d ) (–xy) × (–11x3y2) = x(x2 – 7x –2) + 3(x2– 7x – 2)
= (–1 × x × y) × (–11 × x × x × x × y × y) = x3 – 7x2 – 2x + 3x2 – 21x – 6
= [–1 × (–11)] × (x × x × x × x) × (y × y × y) = x3 – 7x2+ 3x2– 2x – 21x – 6
= 11x4y3 = x3 – 4x2 – 23x – 6

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Practise Now 7 Practise Now 10
1. (a) x2 = x × x 1. (a) (5x + 8)(5x – 8) = (5x)2 – 82
–15y2 = y × (–15y) or (–y) × 15y = 25x2 – 64
= 3y × (–5y) or (–3y) × 5y (b) (–2x + 7y)(–2x – 7y) = (–2x)2 – (7y)2
= 4x2 – 49y2
× x –5y 2
x x x
x x2
–5xy 2. +y – y = – y­2
4 4 4
3y 3xy –15y2 1 2
= x –y
16
3xy + (–5xy) = –2xy
\ x2 – 2xy –15y2 = (x + 3y)(x – 5y) Practise Now 11
(b) 6x2 = 6x × x or 3x × 2x
5y2 = y × 5y or (–y) × (–5y) 1. (a) 10012 = (1000 + 1)2
= 10002 + 2(1000)(1) + 12
× x y = 1 000 000 + 2000 + 1
6x 6x2 6xy = 1 002 001
(b) 7972 = (800 – 3)2
5y 5xy 5y2
= 8002 – 2(800)(3) + 32
5xy + 6xy = 11xy = 640 000 – 4800 + 9
\ 6x2 + 11xy + 5y2 = (6x + 5y)(x + y) = 635 209
2. 3x2y2 = 3xy × xy (c) 305 × 295 = (305 + 5)(300 – 5)
16 = 1 × 16 or (–1) × (–16) = 3002 – 52
= 2 × 8 or (–2) × (–8) = 90 000 – 25
= 4 × 4 or (– 4) × (– 4) = 89 975
× xy –2
Practise Now 12
3xy 3x2y2 –6xy
(x – y)2 = 441
–8 –8xy 16
x2 – 2xy + y2 = 441
(–8xy) + (–6xy) = –14xy Since xy = 46,
\ 3x2y2 – 14xy + 16 = (3xy – 8)(xy – 2) \ x2 – 2(46) + y2 = 441
x2 – 92 + y2 = 441
Practise Now 8 \ x2 + y2 = 533
1. (a) (x + 2)2 = x2 + 2(x)(2) + 22
= x2 + 4x + 4 Practise Now 13
(b) (5x + 3)2 = (5x)2 + 2(5x)(3) + 32 1. (a) x2 + 12x + 36 = x2 + 2(x)(6) + 62
= 25x2 + 30x + 9 = (x + 6)2
2 2
1 1 1 (b) 4x + 20x + 25 = (2x)2 + 2(2x)(5) + 52
2
2. x + 3 = x +2 x (3) + 32
2 2 2 = (2x + 5)2
2
1 1 1 1

= x2 + 3x + 9 2. 4x2 + 2x + = (2x)2 + 2(2x) 2 + 2
4 4
2

Practise Now 9 = 2x + 1

2
1. (a) (1 – 3x)2 = 12 – 2(1)(3x) + (3x)2
= 1 – 6x + 9x2 Practise Now 14
(b) (2x – 3y)2 = (2x)2 – 2(2x)(3y) + (3y)2 1. (a) 4 – 36x + 81x2 = 22 – 2(2)(9x) + (9x)2
= 4x2 – 12xy + 9y2 = (2 – 9x)2
2 2
1 1 1 (b) 25x2 – 10xy + y2 = (5x2) – 2(5x)(1) + y2
2. x – y = x – 2(x)
2
y + y
3 3 3 = (5x – y)2
2 1 1 2 1 1
2
= x2 – xy + y2 2. 36x2 – 4xy +
y = (6x)2 – 2(6x) y + y
3 9 9 3 3
2
1
= 6x – y
3

71 1
Practise Now 15 Exercise 5A
1. (a) 36x2 – 121y2 = (6x)2 – (11y)2 1. (a) 6x × (–2y) = (6 × x) × (–2 × y)
= (6x + 11y)(6x – 11y) = [6 × (–2)] × x × y
(b) – 4x2 + 81 = 81 – 4x2 = –12xy
= 92 – (2x)2 1 1
(b) 14x × y = (14 × x) × ×y
= (9 + 2x)(9 – 2x) 2 2
9 2 3
2
1
2. 4x2 – y = (2x­)2 – y = 14 × ×x×y
25 5 2
3 3 = 7xy

= 2x + y 2x – y
5 5 2. (a) 8x(y – 1) = 8xy – 8x
3. 4(x + 1)2 – 49 = [2(x + 1)]2 – 72 (b) –9x(3y – 2z) = –27xy + 18xz
= [2(x + 1) + 7][2(x + 1) – 7] (c) 3x(2x + 7y) = 6x2 + 21xy
= (2x + 9)(2x – 5) (d ) 3y(x – 11y) = 3xy – 33y2
(e) –3a(2a + 3b) = –6a2 – 9ab
Practise Now 16 (f) – 4c(2c – 5d ) = –8c2 + 20cd
(g) –6h(7k – 3h) = – 42hk + 18h2
2562 – 1562 = (256 + 156)(256 – 156)
(h) –8m(–12m – 7n) = 96m2 + 56mn
= 412 × 100
(i) 2p(3p + ­ q + 7r) = 6p2 + 2pq + 14pr
= 41 200
(j) –7s(s – 4t – 3u) = –7s2 + 28st + 21su
3. (a) 7a(3b – 4c) + 4a(3c – 2b) = 21ab – 28ac + 12ac – 8ab
Practise Now 17
= 21ab – 8ab – 28ac + 12ac
(a) 8x2y + 4x = 4x(2xy + 1) = 13ab – 16ac
(b) pr2 + prl = pr(r + l) (b) 4d(d – 5f ) + 2f(3d + 7f ) = 4d2 – 20df + 6df + 14f 2
(c) –a3by + a2y = a2y(–ab + 1) 2
= 4d – 14df + 14f 2
(d ) 3c2d + 6c2d2 + 3c3 = 3c2(d + 2d2 + c) 4. (a) (x + y)(x + 6y) = x(x + 6y) + y(x + 6y)
= x2 + 6xy + xy + 6y2
Practise Now 18 2
= x + 7xy + 6y2
(a) 2(x + 1) + a(1 + x) = (x + 1)(2 + a) (b) (x + 2)(x + 5) = x2(x + 5) + 2(x + 5)
2

(b) 9(x + 2) – b(x + 2) = (x + 2)(9 – b) = x­3 + 5x2 + 2x + 10

(c) 3c(2x – 3) – 6d(2x – 3) = 3[c(2x – 3) – 2d(2x – 3)] 3 14 3 14
5. (a) – x × y = – × ×x×y
7 9 7 9
= 3(2x – 3)(c – 2d )
2
(d ) 7h(4 – x) – (x – 4) = 7h(4 – x) + (4 – x) = – xy
3
= (4 – x)(7h + 1)
(b) 9x3y × 3x2y2 = (9 × x × x × x × y) × (3 × x × x × y × y)
= (9 × 3) × (x × x × x × x × x) × (y × y × y)
Practise Now 19
= 27x5y3
(a) xy + 4x + 3y + 12 = x(y + 4) + 3(y + 4)
(c) 2x3y × (–13y2­) = (2 × x × x × x × y) × (–13 × y × y)
= (y + 4)(x + 3) = [2 × (–13)] × (x × x × x) × (y × y × y)
(b) 3by + 4ax + 12ay + bx = 4ax + 12ay + bx + 3by = –26x3y3
= 4a(x + 3y) + b(x + 3y) (d ) (– 4xyz) × (–2x y z )
2 3 4

= (x + 3y)(4a + b) = (–  4 × x × y × z) × (–2 × x × x × y × y × y × z × z × z × z)

(c) x3 – x2 – 1 + x = x3 – x2 + x – 1 = [(–  4) × (–2)] × (x × x × x) × (y × y × y × y) × (z × z × z × z × z)
= x2(x – 1) + (x – 1) = 8x3y4z5
= (x – 1)(x2 + 1) 6. (a) –3xy(x – 2y) = –3x2y + 6xy­2
(d ) 6xy – 4x – 2z + 3yz = 6xy – 4x + 3yz – 2z (b) 9x(–3x2y – 7xz) = –27x3y – 63x2z
= 2x(3y – 2) + z(3y – 2) (c) –13x2y(3x – y) = –39x3y + 13x2y2
= (3y – 2)(2x + z) (d ) –5x(–6x – 4x3y – 3y) = 30x2 + 20x4y + 15xy
7. (a) a(5b + c) – 2a(3c – b) = 5ab + ac – 6ac + 2ab
= 5ab + 2ab + ac – 6ac
= 7ab – 5ac

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 (b) –2d(4f – 5h) – f(3d + 7h) (b) c2 = c × c
= –8df + 10dh – 3df – 7fh –21d2 = d × (–21b) or (–d ) × 21d
= –8df – 3df + 10dh – 7fh = 3d × (–7d ) or (–3d ) × 7d
= –11df + 10dh – 7fh
× c –7d
(c) 4k(3k + m) – 3k(2k – 5m)
= 12k2 + 4km – 6k2 + 15km c c2
–7cd
= 12k2 – 6k2 + 4km + 15km 3d 3cd –21d2

= 6k2 + 19km
3cd + (–7cd ) = – 4cd
(d ) 2n(p – 2n) – 4n(n – 2p)
\ c2 – 4cd – 21d2 = (c + 3d )(c – 7d )
= 2np – 4n2 – 4n2 + 8np
(c) 2h2 = 2h × h
= –  4n2 – 4n2 + 2np + 8np
–15k2 = k × (–15k) or (–k) × 15k
= –8n2 + 10np
= 3k × (–5k) or (–3k) × 5k
8. (a) (a + 3b)(a – b) = a(a – b) + 3b(a – b)
= a2 – ab + 3ab – 3b2 × h 5k
= a2 + 2ab – 3b2 2h 2h 2
10hk
(b) (3c + 7d )(c – 2d ) = 3c(c – 2d ) + 7d(c – 2d )
–3k –3hk –15k2
= 3c2 – 6cd + 7cd – 14d2
= 3c2 + cd – 14d2 (–3hk) + 10hk = 7hk
(c) (3k – 5h)(–h – 7k) = 3k(–h – 7k) – 5h(–h – 7k) \ 2h2 + 7hk – 15k­2 = (2h – 3k)(h + 5k)
= –3hk – 21k2 + 5h2 + 35hk (d ) 3m2 = 3m × m
= – 21k2 – 3hk + 35hk + 5h2 –12n2 = n × (–12n) or (–n) × 12n
= –21k2 + 32hk + 5h2 = 2n × (–6n) or (–2n) × 6n
(d ) (7m2 + 2)(m – 4) = 7m2(m – 4) + 2(m – 4) = 3n × (– 4n) or (–3n) × 4n
= 7m3 – 28m2 + 2m – 8
× m –6n
9. (a) 5x(x – 6y) + (x + 3y)(3x – 4y)
= 5x2 – 30xy + x(3x – 4y) + 3y(3x – 4y) 3m 3m 2
–18mn
= 5x2 – 30xy + 3x2 – 4xy + 9xy – 12y2 2n 2mn –12n2

= 5x2 + 3x2 – 30xy – 4xy + 9xy – 12y2
2mn + (–18mn) = –16mn
= 8x2 – 25xy – 12y2
\ 3m2 – 16mn – 12n2 = (3m + 2n)(m – 6n)
(b) (7x – 3y)(x – 4y) + (5x – 9y)(y – 2x)
(e)
3p2 + 15pq + 18q2 = 3(p2 + 5pq + 6q2)
= 7x(x – 4y) – 3y(x – 4y) + 5x(y – 2x) – 9y(y – 2x)
p2 = p × p
= 7x2 – 28xy – 3xy + 12y2 + 5xy – 10x2 – 9y2 + 18xy
6q2 = q × 6q or (–q) × (–6q)
= 7x2 – 10x2 – 28xy – 3xy + 5xy + 18xy + 12y2 – 9y2
= 2q × 3q or (–2q) × (–3q)
= –3x2 – 8xy + 3y2
10. (a) (x + 9y)(x + 3y + 1) × p 3q
= x(x + 3y + 1) + 9y(x + 3y + 1) p p 2
3pq
= x2 + 3xy + x + 9xy + 27y2 + 9y
2q 2pq 6p2
= x2 + x + 3xy + 9xy + 9y + 27y2
= x2 + x + 12xy + 9y + 27y2 2pq + 3pq = 5pq
(b) (x + 2)(x2 + x + 1) \ 3p2 + 15pq + 18q2 = 3(p + 2q)(p + 3q)
= x(x2 + x + 1) + 2(x2 + x + 1) (f) 2r2t – 9rst + 10s2t = t(2r2 – 9rs + 10s2)
= x3 + x2 + x + 2x2 + 2x + 2 2r2 = 2r × r
= x3 + x2 + 2x2 + x + 2x + 2 10s2 = s × 10s or (–s) × (–10s)
= x3 + 3x2 + 3x + 2 = 2s × 5s or (–2s) × (–5s)

11. (a) a2 = a × a
× r –2s
–  4b2 = b × (– 4b) or (–b) × 4b
= 2b × (–2b) or (–2b) × 2b 2r 2r­2 –4rs

–5s –5rs 10s2
× a 4b
a a2 4ab (–5rs) + (– 4rs) = –9rs
\ 2r2t – 9rst + 10s2t = t(2r – 5s)(r – 2s)
–b –ab –4b2

(–ab) + 4ab = 3ab
\ a2 + 3ab – 4b2 = (a – b)(a + 4b)

73 1
 1 2 16 3 1 16 (b) 12x2­­y2 = 12xy × xy or 6xy × 2xy or 4xy × 3xy
12. x y × yz = ×x×x×y × ×y×z×z×z
4 5 4 5 – 40 = 1 × (– 40) or (–1) × 40
1 16 = 2 × (–20) or (–2) × 20
= × × (x × x) × (y × y) × (z × z × z)
4 5 = 4 × (–10) or (– 4) × 10
4 = 5 × (–8) or (–5) × 8
= x2y2z3
5
13. (a) (8x – y)(x + 3y) – (4x + y)(9y – 2x) × 3xy –8
= 8x(x + 3y) – y(x + 3y) – [4x(9y – 2x) + y(9y – 2x)] 4xy 12x­2y2 –32xy
= 8x2 + 24xy – xy – 3y2 – (36xy – 8x2 + 9y2 – 2xy)
5 15xy –40
= 8x2 + 24xy – xy – 3y2 – 36xy + 8x2 – 9y2 + 2xy
= 8x2 + 8x2 + 24xy – xy – 36xy + 2xy – 3y2 – 9y2 15xy + (–32xy) = –17xy
= 16x2 – 11xy – 12y2 \ 12x­2y2 – 17xy – 40 = (4xy + 5)(3xy – 8)
(b) (10x + y)(3x + 2y) – (5x – 4y)(–x – 6y) (c)
4x2y2z – 22xyz + 24z = 2z(2x2y2 – 11xy + 12)
= 10x(3x + 2y) + y(3x + 2y) – [5x(–x – 6y) – 4y(–x – 6y)] 2x2y2 = 2xy × xy
= 30x2 + 20xy + 3xy + 2y2 –(–5x2 – 30xy + 4xy + 24y2) 12 = 1 × 12 or (–1) × (–12)
= 30x­2 + 20xy + 3xy + 2y2 + 5x2 + 30xy – 4xy – 24y2 = 2 × 6 or (–2) × (–6)
= 30x2 + 5x2 + 20xy + 3xy + 30xy – 4xy + 2y2 – 24y2 = 3 × 4 or (–3) × (– 4)
= 35x2 + 49xy – 22y2
× xy –4
14. (a) (2x – 3y)(x + 5y – 2) 2xy 2x2y2 –8xy
= 2x(x + 5y – 2) – 3y(x + 5y – 2)
= 2x2 + 10xy – 4x – 3xy – 15y2 + 6y –3 –3xy 12

= 2x2 – 4x + 10xy – 3xy + 6y – 15y2 (–3xy) + (–8xy) = –11xy
= 2x2 – 4x + 7xy + 6y – 15y2 \ 4x2y2z – 22xyz + 24z = 2z(2xy – 3)(xy – 4)
(b) (x + 4)(x­2­ – 5x + 7)
5 1
= x(x2 – 5x + 7) + 4(x2 – 5x + 7) (d ) 2x2 +
xy – 2y2 = (6x2 + 5xy + 6y2)
3 3
= x3 – 5x2 + 7x + 4x2 – 20x + 28 6x2 = 6x × x or 3x × 2x
= x3 – 5x2 + 4x2 + 7x – 20x + 28 –6y2 = y × (–6y) or (–y) × 6y
= x3 – x2 – 13x + 28 = 2y × (–3y) or (–2y) × 3y
(c) (x – 1)(x2 + 2x – 1)
× 2x 3y
= x(x2 + 2x – 1) – (x2 + 2x – 1)
= x3 + 2x2 – x – x2 – 2x + 1 3x 6x­­2 9xy
= x3 + 2x2 – x2 – x – 2x + 1 –2y –4xy 12
= x3 + x2 – 3x + 1
(d ) (3x2 – 3x + 4)(3 – x) (– 4xy) + 9xy = 5xy
= 3x2 (3 – x) – 3x(3 – x) + 4(3 – x) 5 1
\ 2x2 + xy – 2y2 = (3x – 2y)(2x + 3y)
= 9x2 – 3x3 – 9x + 3x2 + 12 – 4x 3 3
= –3x3 + 9x2 + 3x2 – 9x – 4x + 12
Exercise 5B
= –3x3 + 12x2 – 13x + 12
15. (a) x2y2 = xy × xy 1. (a) (a + 4)2 = a2 + 2(a)(4) + 42
–15 = 1 × (–15) or (–1) × 15 = a2 + 8a + 16
= 3 × (–5) or (–3) × 5 (b) (3b + 2)2 = (3b)­­2 + 2(3b)(2) + 22
= 9b2 + 12b + 4
× xy 5
(c) (c + 4d ) = c2 + 2(c)(4d ) + (4d )2
2
xy xy
2 2
5xy = c2 + 8cd + 16d2
–3 –3xy –15

(d ) (9h + 2k)2 = (9h)2 + 2(9h)(2k) + (2k)2

= 81h2 + 36hk + 4k2
(–3xy) + 5xy = 2xy
2. (a) (m – 9) = m2 – 2(m)(9) + 92
2
\ x2y2 + 2xy – 15 = (xy – 3)(xy + 5)
= m2 – 18m + 81
(b) (5n – 4)2 = (5n)2 – 2(5n)(4) + 42
= 25n2 – 40n + 16
(c) (9 – 5p­) = 92 – 2(9)(5p) + (5p)2
2

= 81 – 90p + 25p2
(d ) (3q – 8r)2 = (3q)2 – 2(3q)(8r) + (8r)2
= 9q­­2 – 48qr + 64r2

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3. (a) (s – 5)(s + 5) = s2 – 52 t s s t t s t s
(c) + + – = –
= s2 – 25 3 2 2 3 3 2 3 2
2 2
(b) (2t + 11)(2t – 11) = (2t)2 – 112 t s
= –
= 4t2 – 121 3 2
(c) (7 + 2u)(7 – 2u) = 72 – (2u)2 t2 s2
= –
= 49 – 4u­2 9 4
(d ) (w – 10x)(w + 10x) = w2 – (10x)2 s2 t2
=– +
= w2 – 100x2 4 9
(d ) (u + 2)(u – 2)(u2 + 4) = (u2 – 22)(u2 + 4)
4. (a) 12032 = (1200 + 3)2
= (u2 – 4)(u2 + 4)
= 12002 + 2(1200)(3) + 32
= (u2)2 – 42

= 1 440 000 + 7200 + 9
= u4 – 16
= 1 447 209
10. (a) 4(x + 3) – 3(x + 4)(x – 4)
2
(b) 8922 = (900 – 8)2
= 4[x2 + 2(x)(3) + 32] – 3(x2 – 42)
= 9002 – 2(900)(8) + 82
= 4(x2 + 6x + 9) – 3(x2 – 16)
= 810 000 – 14 400 + 64
= 4x2 + 24x + 36 – 3x2 + 48
= 795 664
= 4x2 – 3x2 + 24x + 36 + 48
(c) 1998 × 2002 = (2000 – 2)(2000 + 2)
= x2 + 24x + 84
= 20002 – 22
(b) (5x – 7y)(5x + 7y) – 2(x – 2y­)2

= 4 000 000 – 4
= (5x)2 – (7y)2 – 2[x2 – 2(x)(2y) + (2y)2]
= 3 999 996
= 25x2 – 49y2 – 2(x2 – 4xy + 4y2­)
5. (x – y)2 = x2 – 2xy + y2
= 25x2 – 49y2 – 2x­­2 + 8xy – 8y2
= x2 + y2­ – 2xy
= 25x2 – 2x2 + 8xy – 49y­2 – 8y2
Since x + y2 = 80 and xy = 12,
2

= 23x2 + 8xy – 57y2

\ (x – y)2 = 80 – 2(12) 2 2 2
1 1 1 1 1 1
= 56 11. x + y = x +2 x y + y
2 2 2 2 2 2
6. x2 – y2 = (x + y)(x – y)
1 1 1
Since x + y = 10 and x – y = – 4, = x2 + xy + y2
4 2 4
\ x2 – y2 = 10 × (– 4)
1 2 1 2 1
= – 40 = x + y + xy
2 2
4 4 2
1 1 1 1 2 1
7. (a) a + 3b = a +2 a (3b) + (3b)2 = (x + y ) + xy
2
5 5 5 4 2
1 2 6 Since x2 + y2 = 14 and xy = 5,
= a + ab + 9b2
25 5 1 1
2
1 1
1 2
2
1
2
1 2 2
2 \ x + y = (14) + (5)
(b) c + d = c +2 c d + d 2 2 4 2
2 3 2 2 3 3 =6
1 2 4 12. 2x2 – 2y2 = 125
= c2 + cd + d2
4 3 9
2 2 2(x2 – y2­) = 125
3 3 3
8. (a) h – 5 k = h –2 h (5k) + (5k)2 2(x + y)(x – y) = 125
2 2 2
Since x – y = 2.5,
9
= h2 – 15hk + 25k2 \ 2(x + y)(2.5) = 125
4
6
2
6
2
6 5(x + y) = 125
(b) – m – 3n = – m – 2 – m (3n) + (3n)2 x + y = 25
5 5 5
36 2 36 1 2 1 2 1 1 1 1
= m + mn + 9n2 13. x + y x+ y x– y
25 5 16 25 4 5 4 5
9. (a) (6p + 5)(5 – 6p) = (5 + 6p)(5 – 6p) 1 2 1 2 1
2
1
2

= 52 – (6p)2 = x + y x – y
16 25 4 5
= 25 – 36p2
1 2 1 2 1 2 1 2
= – 36p2 + 25 = x + y x – y
2 16 25 16 25
4 4 4
(b) 9 r – q 9 r + q = (9r)2 – q 1 2
2
1 2
2
5 5 5 = x – y
16 25
16 2
= 81r –
2
q 1 4 1 4
25 = x – y
256 625

75 1
14. (i) (p – 2q)2 – p(p – 4q)
2
1 2 1 1
(b) 25b2 + 5bc + c = (5b)2 + 2(5b) c + c
= p2 – 2(p)(2q) + (2q)2 – p2 + 4pq 4 2 2
= p2 – 4pq + 4q2 – p2 + 4pq 1
2

= p2 – p2 – 4pq + 4pq + 4q2 = 5b + c

2
= 4q2 2 2
16 2­ 8 1 2 4 4 1 1

(ii) Let p = 5330 and q = 10, (c) d + df + f  = d +2 d f + f
49 35 25 7 7 5 5
53102 – 5330 × 5290
2
= [5330 – 2(10)]2 – 5330[5330 – 4(10)] 4 1
= d+ f
= 4(10)2 (From (i)) 7 5
= 400 (d ) h4 + 2h2k + k2 = (h2)2 + 2(h2)(k) + k2
15. (i) n2 – (n – a)(n + a) = n2 – (n2 – a2) = (h2 + k)2
= n2 – n2 + a2 6. (a) 36m2 – 48mn + 16n2 = 4(9m2 – 12mn + 4n2)
= a2 = 4[(3m)2 – 2(3m)(2n) + (2n)2]
(ii) Let n = 16 947 and a = 3, = 4(3m – 2n)2
16 9472 – 16 944 × 16 950 1 2 2 1 1
(b) p – pq + q2 = (p2 – 2pq + q2)
= 16 9472 – (16 947 – 3)(16 947 + 3) 3 3 3 3
= 32 (From (i)) 1 2
= [p – 2(p)(q) + q2]
= 9 3
1
= (p – q)2
Exercise 5C 3
2
1 2 1 1
1. (a) a + 14a + 49 = a + 2(a)(7) + 7
2 2 2

(c) 16r – rs +
2
s = (4r)2 – 2(4r) s + s
64 8 8
= (a + 7)2 1
2

(b) 4b2 + 4b + 1 = (2b)2 + 2(2b)(1) + 12 = 4r – s

8

= (2b + 1)2 (d ) 25 – 10tu + t2u2 = 52 – 2(5)(tu) + (tu)2
(c) c + 2cd + d = (c + d )2
2 2
= (5 – tu)2
(d ) 4h2 + 20hk + 25k2 = (2h)2 + 2(2h)(5k) + (5k)2 7. (a) 32a2 – 98b2 = 2(16a2 – 49b2)

= (2h + 5k)2 = 2[(4a)2 – (7b)2­]
2. (a) m – 10m + 25 = m2 – 2(m)(5) + 52
2
= 2(4a + 7b)(4a – 7b)
= (m – 5)2 1 2 1
2
(b) c – d = c2 –
2
d
(b) 169n – 52n + 4 = (13n)2 – 2(13n)(2) + 22
2
4 2
= (13n – 2)2 1 1
(c) 81 – 180p + 100p2 = 92 – 2(9)(10p) + (10p)2
= c+ d c– d
2 2
= (9 – 10p)2 2
(d ) 49q2 – 42qr + 9r2 = (7q)2 – 2(7q)(3r) + (3r)2 9 h2 3h
(c) – 16k2 = – (4k)2
100 10
= (7q – 3r)2­
3. (a) s – 144 = s – 12
2 2 2 3h 3h

= + 4k – 4k
100 100
= (s + 12)(s – 12)
(b) 36t2 – 25 = (6t)2 – 52 (d ) m2 – 64n4 = m2 – (8n)2
= (6t + 5)(6t – 5) = (m + 8n)(m – 8n)
(c) 225 – 49u2 = 152 – (7u)2 8. (a) (a + 3)2 – 9 = (a + 3)2 – 3­2
= (15 + 7u)(15 – 7u) = [(a + 3) + 3][(a + 3) – 3]
(d ) 49w2 – 81x2 = (7w)2 – (9x)2 = a(a + 6)
= (7w + 9x)(7w – 9x) (b) 16 – 25(b + 3)2 = –{[5(b + 3)]2 – 42}
4. (a) 592 – 412 = (59 + 41)(59 – 41) = –[5(b + 3) + 4][5(b + 3) – 4]
= 100 × 18 = –(5b + 19)(5b + 11)
= 1800 (c) c – (d + 2) = [c + (d + 2)][c – (d + 2)]
2 2

(b) 7.7 – 2.3 = (7.7 + 2.3)(7.7 – 2.3)

2 2 = (c + d + 2)(c – d – 2)
= 10 × 5.4 (d) (2h – 1)2 – 4k2 = (2h – 1)2 – (2k)2
= 54 = (2h – 1 + 2k)(2h – 1 – 2k)
5. (a) 3a2 + 12a + 12 = 3(a2 + 4a + 4) (e ) 25m – (n – 1­) = (5m)2 – (n – 1)2
2 2

= 3[a2 + 2(a)(2) + 22] = [5m + (n – 1)][5m – (n – 1)]

= 3(a + 2)2 = (5m + n – 1)(5m – n + 1)

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 (f) (p + 1)2 – (p – 1)2 = [(p + 1) + (p – 1)][(p + 1) – (p – 1)] 3. (a) ax – 5a + 4x – 20 = a(x – 5) + 4(x – 5)
= 2p(2) = (x – 5)(a + 4)
= 4p (b) ax + bx + ay + by = x(a + b) + y(a + b)
9. (i) Let the length of the cube be l cm. = (a + b)(x + y)
l2 = x2 + 4x + 4 (c) x + xy + 2y + 2y = x(1 + y) + 2y(1 + y)
2

= x2 + 2(x)(2) + 22 = (1 + y)(x + 2y)

= (x + 2)2 (d ) x2 – 3x + 2xy – 6y = x(x – 3) + 2y(x – 3)
l = ( x + 2)2 (l > 0) = (x – 3)(x + 2y)
4. (a) (x + y)(a + b) – (y + z)(a + b)
=x+2
= (a + b)[(x + y) – (y + z)]
\ The length of the cube is (x + 2) cm.
= (a + b)(x + y – y – z)
(ii) Volume of the cube
= (a + b)(x – z)
= l3­
(b) (c + 2d )2 – (c + 2d )(3c – 7d )

= l(l2)
= (c + 2d )[(c + 2d ) – (3c – 7d )]
= (x + 2)(x2 + 4x + 4)
= (c + 2d )(c + 2d – 3c + 7d )
= x(x2 + 4x + 4) + 2(x2 + 4x + 4)
= (c + 2d )(–2c + 9d )
= x3 + 4x2 + 4x + 2x2 + 8x + 8
(c) x(2h – k) + 3y(k – 2h)
= x3 + 4x2 + 2x2 + 4x + 8x + 8
= x(2h – k) – 3y(2h – k)
= (x3 + 6x2 + 12x + 8) cm3
= (2h – k)(x – 3y)
\ The volume of the cube is (x3 + 6x2 + 12x + 8) cm3.
(d ) 6x(4m – n) – 2y(n – 4m)
10. (a) 4(x – 1)2 – 81(x + 1)2
= 2[3x(4m – n) – y(n – 4m)]
= [2(x – 1)]2 – [9(x + 1)]2
= 2[3x(4m – n) + y(4m – n)]

= [2(x – 1) + 9(x + 1)][2(x – 1) – 9(x + 1)]
= 2(4m – n)(3x + y)
= (2x – 2 + 9x + 9)(2x – 2 – 9x – 9)
5. (a) 3ax + 28by + 4ay + 21bx
= (11x + 7)(–7x – 11)
= 3ax + 4ay + 21bx + 28by
= –(11x + 7)(7x + 11)
= a(3x + 4y) + 7b(3x + 4y)
(b) 16x­2 + 8x + 1 – 9y2
= (3x + 4y)(a + 7b)
= [(4x)2 + 2(4x)(1) + 12] – (3y)2
(b) 12cy + 20c – 15 – 9y
= (4x + 1)2 – (3y)2
= 4c(3y + 5) – 3(5 + 3y)
= (4x + 1 + 3y)(4x + 1 – 3y)
= 4c(3y + 5) – 3(3y + 5)
(c) 4x2 – y2 + 4y – 4
= (3y + 5)(4c – 3)
= 4x2 – (y2 – 4y + 4)
(c) dy + fy – fz – dz = y(d + f ) – z(f + d )
= (2x)2 – [y2 – 2(y)(2) + 22]
= y(d + f ) – z(d + f )
= (2x)2 – (y – 2)­2
= (d + f )(y – z)
= [2x + (y – 2)][2x – (y – 2)]
(d ) 3x2 + 6xy – 4xz – 8yz
= 2(x + y – 2)(2x – y + 2)
= 3x(x + 2y) – 4z(x + 2y)
(d ) 13x2 + 26xy + 13y2 – 13
= (x + 2y)(3x – 4z)
= 13(x2 + 2xy + y2 – 1)
(e) 2xy – 8x + 12 – 3y = 2x(y – 4) + 3(4 – y)
= 13{[x2 + 2(x)(y) + y2] – 12­}
= 2x(y – 4) – 3(y – 4)
= 13[(x + y)2 – 12]
= (y – 4)(2x – 3)
= 13(x + y + 1)(x + y – 1)
(f) 5xy – 25x + 50x – 10y
2

= 5(xy – 5x­2 + 10x – 2y)

Exercise 5D
= 5[x(y – 5x) + 2(5x – y)]
1. (a) 45x2 – 81xy = 9x(5x – 9y) = 5[x(y – 5x) – 2(y – 5x)]
(b) 39xy – 15x2z = 3x(13y – 5xz) = 5(y – 5x)(x – 2)
(c) xy2z2 – x2y3 = xy2(z2 – xy) (g) x2y2 – 5x2y – 5xy2 + xy3
(d ) –15px3y – 10px3 = –5px3(3y + 2) = xy(xy – 5x – 5y + y2)
2. (a) 6a(x – 2y) + 5(x – 2y) = (x – 2y)(6a + 5) = xy[x(y – 5) + y(–5 + y)]
(b) 2b(x + 3y) – c(3y + x) = 2b(x + 3y) – c(x + 3y) = xy[x(y – 5) + y(y – 5)]
= (x + 3y)(2b – c) = xy(y – 5)(x + y)
(c) 3d(5x – y) – 4f(5x – y) = (5x – y)(3d – 4f) (h) kx + hy – hx – ky = kx – hx – ky + hy
(d ) 5h(x + 3y) + 10k(x + 3y) = 5[h(x + 3y) + 2k(x + 3y)] = x(k – h) + y(–k + h)
= 5(x + 3y)(h + 2k) = x(k – h) – y(k – h)
= (k – h)(x – y)
77 1
6. (a) 144p(y – 5x2) – 12q(10x2 – 2y) (d ) (2m + 1)(m2 + 3m – 1) = 2m(m2 + 3m – 1) + (m2 + 3m – 1)
= 144p(y – 5x2) + 24q(y – 5x2) = 2m3 + 6m2 – 2m + m2 + 3m – 1
= 24[6p(y – 5x2) + q(y – 5x2)] = 2m3 + 6m2 + m2 – 2m + 3m – 1
= 24(y – 5x2)(6p + q) = 2m3­ + 7m2 + m – 1
(b) 2(5x + 10y)(2y – x)2 – 4(6y + 3x)(x – 2y) 2. (a) 2p(3p – 5q) – q(2q – 3p) = 6p2 – 10pq – 2q2 + 3pq
= 10(x + 2y)(2y – x2) – 12(2y + x)(x – 2y) = 6p2 – 10pq + 3pq – 2q2
= 10(x + 2y)(x – 2y)­2 – 12(x + 2y)(x – 2y) = 6p2 – 7pq – 2q2
= 2(x + 2y)(x – 2y)[5(x – 2y) – 6] (b) – 4s(3s + 4r) – 2r(2r – 5s) = –12s2 – 16sr – 4r2 + 10sr
= 2(x + 2y)(x – 2y)(5x – 10y – 6) = –12s2 – 16sr + 10sr – 4r2
1 2 4 1 = –12s2 – 6sr – 4r2
7. (i) p q + p2r = p2(q + 4r)
3 3 3
(c) (8t – u)(t + 9u) – t(2u – 7t) = 8t(t + 9u) – u(t + 9u) – t(2u – 7t)
(ii) When p = 1.2, q = 36 and r = 16, = 8t2 + 72tu – tu – 9u2 – 2tu + 7t2
1 4 = 8t2 + 7t2 + 72tu – tu – 2tu – 9u2
× 1.22 × 36 + × 1.22 × 16
3 3 = 15t2 + 69tu – 9u2
1
(d ) (2w + 3x)(w – 5x) – (3w + 7x)(w – 7x)
­
= (1.2)2[36 + 4(16)]
3 = 2w(w – 5x) + 3x(w – 5x) – [3w(w – 7x) + 7x(w – 7x)]
1 = 2w2 – 10wx + 3wx – 15x2 – (3w2 – 21wx + 7wx – 49x2)
= (1.44)(36 + 64)
3
= 2w2 – 10wx + 3wx – 15x2 – 3w2 + 21wx – 7wx + 49x2
1
= (1.44)(100) = 2w2 – 3w2 – 10wx + 3wx + 21wx – 7wx – 15x2 + 49x2
3
= –w2 + 7wx – 34x2
1
= × 144 3. (a) x2 = x × x
3
= 48 –63y2 = y × (–63y) or (–y) × 63y
8. (i) x3 + 3x – x2 – 3 = 3y × (–21y) or (–3y) × 21y
= x(x2 + 3) – (x2 + 3) = 7y × (–9y) or (–7y) × 9y
= (x2 + 3)(x – 1)
× x 9y
(ii) (x2 – 3)­3 – (2 – x2)2 + 3(x2 – 3)
x x2 9xy
= (x2 – 3)3 + 3(x2 – 3) – (x2 – 2)2

= (x2 – 3)3 + 3(x2 – 3) – [(x2 – 3) + 1]2 –7y –7xy –63y2

= (x2 – 3)3 + 3(x2 – 3) – [(x2 – 3)2 + 2(x2 – 3) + 1] (–7xy) + 9xy = 2xy
= (x2 – 3)3 + 3(x2 – 3) – (x2 – 3)2 – 2(x2 – 3) – 1 \ x2 + 2xy – 63y2 = (x – 7y)(x + 9y)
= (x2 – 3)3 + (x2 – 3) – (x2 – 3)2 – 1 (b) 2x2 = 2x × x
= (x2 – 3)3 + 3(x2 – 3) – (x2 – 3)2 – 3 – 2(x2 – 3) + 2 3y2 = y × 3y or (–y) × (–3y)
= [(x2 – 3)3 + 3(x2 – 3) – (x2 – 3)2 – 3] – 2[(x2 – 3) – 1]
= [(x2 – 3)2 + 3](x2 – 3 – 1) – 2(x2 – 4) (From (i)) × x y
= [(x2)2 – 2(x2)(3) + 32 + 3](x2 – 4) – 2(x2 – 4) 2x 2x2 2xy
= (x4 – 6x2 + 12)(x2 – 4) – 2(x2 – 4) 3y 3xy 3y2
= (x4­ – 6x2 + 12 – 2)(x2 – 4)
= (x4 – 6x2 + 10)(x2 – 4) 3xy + 2xy = 5xy
\ 2x2 + 5xy + 3y2 = (2x + 3y)(x + y)
Review Exercise 5 (c) 6x2y2 = 6xy × xy or 3xy × 2xy
– 4 = 1 × (– 4) or (–1) × 4
1. (a) –2a(a – 5b + 7) = –2a2 + 10ab – 14a = 2 × (–2) or (–2) × 2
(b) (2c + 3d )(3c + 4d ) = 2c(3c + 4d ) + 3d(3c + 4d )
= 6c2 + 8cd + 9cd + 12d2 × 2xy 1
= 6c2 + 17cd + 12d2 3xy 6x y
2 2
3xy
(c) (k + 3h)(5h – 4k) = k(5h – 4k) + 3h(5h – 4k)
–4 –8xy –4
= 5hk – 4k2 + 15h2– 12hk
= – 4k2 + 5hk – 12hk + 15h2 (–8xy) + 3xy = –5xy
= –  4k2 – 7hk + 15h2 \ 6x2y2 – 5xy – 4 = (3xy – 4)(2xy + 1)

1 78
 (d ) 3z – 8xyz + 4x2y2z = z(3 – 8xy + 4x2y2) (f) 3x3­ – 2x2 + 3x – 2 = x2(3x – 2) + (3x – 2)
3 = 3 × 1 = (3x – 2)(x2 + 1)
4x2y2 = xy × 4xy or (–xy) × (4xy) (g) 4cx – 6cy – 8dx + 12dy = 2(2cx – 3cy – 4dx + 6dy)
= 2xy × 2xy or (–2xy) × (–2xy) = 2[c(2x – 3y) – 2d(2x – 3y)]
= 2(2x – 3y)(c – 2d )
× 1 –2xy
(h) 5xy – 10x – 12y + 6y2 = 5x(y – 2) + 6y(–2 + y)
3 3 –6xy = 5x(y – 2) + 6y(y – 2)
–2xy –2xy 4x­2y2 = (y – 2)(5x + 6y)

7. x + x – 4x – 4 = x (x + 1) – 4(x + 1)
3 2 2

(–2xy) + (–6xy) = –8xy

= (x + 1)(x2 – 4)
\ 3z – 8xyz + 4x2y2z = z(3 – 2xy)(1 – 2xy)
= (x + 1)(x2 – 22)
4. (a) (–x + 5y)2 = (–x)2 + 2(–x)(5y) + (5y)2
= (x + 1)(x + 2)(x – 2)
= x2 – 10xy + 25y2
8. (a) 899 = (900 – 1)2
2

(b) (x + y)(x – y) = (x2)2 – y2

2 2

= 9002 – 2(900) + 12
= x4 – y2­
2 2
= 810 000 – 1800 + 1
4 4 4 = 808 201

(c)
­
3x + y = (3x)2 + 2(3x) y + y
5 5 5
(b) 6592 – 3412 = (659 + 341)(659 – 341)
24 16 2 = 1000 × 318
= 9x2 + xy + y
5 25 = 318 000
1 1
2
1
2
1 1 1
2
9. 2(x – y)2 = 116
(d ) – x– y = – x +2 – x – y + – y
4 6 4 4 6 6 (x – y)2 = 58
1 2 1 1 2 x – 2xy + y2 = 58
2

= x + xy + y
16 12 36 Since xy = 24,
2 \ x2 – 2(24) + y2 = 58
7 7 7
(e) 5x – y 5x + y = (5x­)2 – y x2 – 48 + y­2 = 58
4 4 4
x2 + y2 = 106
49 2 10. (i) (f + 3)2 = f 2 + 2(f )(3) + 32
= 25x2 – y
16
= f 2 + 6f + 9
2 2
3 1 3 1 3 1 (ii) From (i),
(f) xy + z xy – z = xy – z
4 3 4 3 4 3 [(2h + k) + 3]2 = (2h + k)2 + 6(2h + k) + 9
9 2 2 1 2 = (2h)2 + 2(2h)(k) + k2 + 12h + 6k + 9
= xy – z
16 9 = 4h2 + 4hk + k2 + 12h + 6k + 9
5. (a) 1 – 121x2 = 12 – (11x)2
= (1 + 11x)(1 – 11x)
(b) x2 + 6xy + 9y2 = x2 + 2(x)(3y) + (3y)2
= (x + 3y)2
(c) 25x – 100xy + 100y2 = 25(x2 – 4xy + 4y2)
2

= 25[x2 – 2(x)(2y) + (2y)2]

= 25(x – 2y)2
(d ) 36y2 – 49(x + 1)2 = (6y)2 – [7(x + 1)]2
= [6y + 7(x + 1)][6y – 7(x + 1)]
= (6y + 7x + 7)(6y – 7x – 7)
6. (a) –14xy – 21y2 = –7y(2x + 3y)
(b) 9xy2 – 36x2y = 9xy(y – 4x)
(c) (2x – 3y)(a + b) + (x – y)(b + a)

= (2x – 3y)(a + b) + (x – y)(a + b)
= (a + b)(2x – 3y + x – y)
= (a + b)(3x – 4y)
(d ) 5(x – 2y) – (x – 2y)2 = (x – 2y)[5 – (x – 2y)]
= (x – 2y)(5 – x + 2y)
(e) x2 + 3xy + 2x + 6y = x(x + 3y) + 2(x + 3y)
= (x + 3y)(x + 2)

79 1
Challenge Yourself
1. (a + b)2 = a2 + b2
a2 + 2ab + b2 = a2 + b2

2ab = 0
ab = 0

\ ab = 0
2. Let a = h2 + k2 and b = m2 + n2.
h2 + k2 – m2 – n2 = 15
h2 + k­2 – (m2 + n2) = 15
a – b = 15
(h2 + k2)2 + (m2 + n2)2 = 240.5
a2 + b2 = 240.5
(a – b)2 = a2 – 2ab + b2
2
= a + b2 – 2ab
15 = 240.5 – 2ab
2

2ab = 240.5 – 225

= 15.5
(a + b)2 = a2 + 2ab + b2
= a2 + b2 + 2ab
= 240.5 + 15.5
= 256
\ h2 + k2 + m2 + n2 = a + b

= 256 (h2 + k2 + m2 + n2 > 0)

= 16

1 80
 Chapter 6 Congruence and Similarity
TEACHING NOTES
Suggested Approach
In this chapter, students will be introduced to the concepts of congruence and similarity which are properties of geometrical
figures. The definitions of both terms must be clearly stated, with their similarities and differences explored and discussed to
minimise any confusion. A recap on angle properties and geometrical construction may be required in this chapter.

Section 6.1: Congruent Figures

Teachers may wish to show the properties of congruent figures (see Investigation: Properties of Congruent
Figures) before stating the definition. Students should list and state more examples of congruence in real-life to
their class (see Class Discussion: Congruence in the Real World).

In stating the congruence relation, it is crucial that the order of vertices reflects the equal corresponding angles
and sides in both congruent figures. A wrong order will indicate an incorrect relation.

The worked examples aim to allow students to understand and apply the properties of congruence, as well as test
whether two figures are congruent. Teachers should provide guidance to students who require explanations and
assistance.

Section 6.2: Similar Figures

Students, after knowing the definition of similarity, should be able to realise that congruence is a special case of
similarity. The Class Discussion on page 203 tests students’ understanding of similarity whereas the Investigation
on page 204 allows students to derive the properties that corresponding angles are equal and the ratios of
corresponding sides are equal.

Students should explore the concept of similarity for different figures (see Thinking Time on page 205) as the
results imply that although both conditions are needed for polygons with four sides or more, for triangles, one
condition is sufficient to show similarity.

Teachers should also go through the activity on page 206 (see Class Discussion: Identifying Similar Triangles).
Students should discover that right-angled triangles and isosceles triangles need not be similar but all equilateral
triangles are definitely similar.

Section 6.3: Similarity, Enlargement and Scale Drawings

From the previous section, when two figures are similar, one will be ‘larger’ than the other. The concept of a
scale factor should then be a natural result. Teachers and students should note (see Information on page 213) that
enlargement does not always mean the resultant figure is larger than the original figure. The resultant figure can
be smaller than the original figure, and the scale factor will be less than 1, but it is still known as an enlargement.
If the scale factor is 1, then the resultant figure is congruent to the original figure.

Students are required to recall their lessons on geometrical construction while learning about and making scale
drawings. Observant students may note that scale drawing is actually an application of ratios, and the concepts
of linear scales and area scales of maps/models further illustrate this.

81 1
WORKED SOLUTIONS A B 2
(b) (i) = =2
AB 1
Investigation (Properties of Congruent Figures)
BC 1.8
(ii) = =2
1. The shape and size of the pairs of scissors are the same, whereas the BC 0.9
orientation and position of the pairs of scissors are different. C D 2.2
(iii) = =2
2. The pairs of scissors will stack on top of one another nicely. CD 1.1
3. The scissors in (a) can be moved to the scissors in (c) by a reflection DE 1.2
(iv) = =2
DE 0.6
of A1 → A3 about a vertical line.
E F 2.4
The scissors in (a) can be moved to the scissors in (d) by a rotation (v) = =2
EF 1.2
of A1 → A4 about 135° in an anticlockwise direction.
F A 2
The scissors in (a) has the same orientation and position as (e). (vi) = =2
FA 1
The values of the ratios are equal to 2.
Thinking Time (Page 153)
Yes, the two pairs of scissors are congruent as they have the same shape Thinking Time (Page 164)
and size. 1. (i) /A = 90°, /A′ = 90°
/B = 90°, /B′ = 90°
Class Discussion (Congruence in the Real World) /C = 90°, /C′ = 90°
1. Examples of 3 different sets of congruent objects are the chairs, /D = 90°, /D′ = 90°
tables and projectors available in the classroom. The corresponding angles are equal.
2. Examples of some other objects that exhibit tessellations are (ii) AB = 3.3 cm, A′B′ = 5 cm
wallpapers, carpets, school fences, brick walls etc. A B 5 25
= =
3. Teachers may wish to have students create their own tessellations AB 3.3 18
using unit shapes like squares, triangles, rectangles, circles and BC = 1.2 cm, B′C′ = 1.2 cm
other regular polygons. Tessellations can include one or more unit BC 1.2
= =1
BC 1.2
shapes.
CD = 3.3 cm, C′D′ = 5 cm
C D 5 25
Class Discussion (Similarity in the Real World) = =
CD 3.3 18
1. Examples of 3 different sets of similar objects are rulers, beakers DA = 1.2 cm, D′A′ = 1.2 cm
and balls used in sports (e.g. tennis ball, basketball, soccer ball etc). D A 1.2
= =1
2. As an activity, teachers may want to ask students a pair of similar DA 1.2
objects and explain how they are similar. Poll the class to determine The ratios of the corresponding sides are not equal.
the most popular pair of similar objects. (iii) The two rectangles are not similar.
2. (i) PQ = 1.05 cm, P′Q = 3.1 cm
Investigation (Properties of Similar Polygons)
PQ
=
3.1
=2
20
PQ 1.05 21
1. (a) /A = 100°, /A′ = 100° Since PQRS is a square and P′Q′R′S is a rhombus,
(b) /B = 136°, /B′ = 136° the ratios of the corresponding sides are equal.
(c) /C = 110°, /C ′ = 110° (ii) /P = 90°, /P = 120°
(d) /D = 145°, /D′ = 145° /Q = 90°, Q′ = 60°
(e) /E = 108°, /E ′ = 108° /R = 90°, /R′ = 120°
(f) /F = 121°, /F ′ = 121° /S = 90°, /S ′ = 60°
The size of each pair of angles is the same. The corresponding angles are not equal.
2. (a) (i) AB = 1 cm, A′B′ = 2 cm (iii) The two quadrilaterals are not similar.
(ii) BC = 0.9 cm, B′C = 1.8 cm 3. (i) /X = 60°, /X′ = 60°
(iii) CD = 1.1 cm, C ′D′ = 2.2 cm /Y = 67°, /Y ′ = 67°
(iv) EF = 1.2 cm, E ′F ′ = 2.4 cm /Z = 53°, /Z′ = 53°
(vi) FA = 1 cm F′A′ = 2cm The corresponding angles are equal.

1 82
 (ii) XY = 2.1 cm, X′Y ′ = 3.15 cm After students have made a scale drawing, have some groups present
XY 3.15 their findings to the class and explain the choice of scale used.
= = 1.5
XY 2.1 Here are some questions that can be asked during the presentation:
YZ = 2.25 cm, Y ′Z ′ = 3.4 cm
• Are the dimensions in the scale drawing correct and realistic? Are
Y Z
≈ 1.5 there any dimensions that are incorrect or unrealistic?
YZ
ZX = 2.4 cm, Z ′X ′ = 3.6 cm • From the drawing made, assess whether some objects are too close
Z X 3.6 to or too far apart from each other.
= = 1.5 • Determine whether the occupants (students in the classroom, or user
ZX 2.4
The ratios of the corresponding sides are equal. of the bedroom) find the arrangement comfortable.
(iii) The two triangles are similar. • What are the improvements that can be made to the current scale
(iv) No drawing, or arrangement in the classroom or bedroom?
(v) No
Teachers may want to expand the project further, such as determining
the occupied/unoccupied area and by using percentages, whether the
Class Discussion (Identifying Similar Triangles) figure is suitable. Teachers may even want to consider having students
2. nA is similar to nB as nA can fit inside nB with an equivalent making three-dimensional scale models of the existing or dream
width around it. classroom.
nD is similar to nF as nD can fit inside nF with an equivalent
width around it. Practise Now 1
nG is similar to nH as nG can fit inside nH with an equivalent
A is congruent to H.
width around it.
B is congruent to E.
nI is similar to nJ as nI overlaps with nJ. nI ≡ nJ.
C is congruent to F.
nK is similar to nL and nM as nL can fit inside nK, which can
D is congruent to G and I.
fit inside nM with an equivalent width around it.
3. (a) No. The corresponding angles may not be equal, e.g. nD
Practise Now 2
and nE.
(b) No. The corresponding angles may not be equal, e.g. nG Since ABCD ≡ PQRS, then the corresponding vertices match:
and nI. A↔P
(e) Yes. All angles are equal to 60° so the corresponding angles are B↔Q
the same. Since the sides of an equilateral triangle are the same, C↔R
the ratios of the corresponding sides of two equilateral triangles D↔S
are the same. (i) PQ = AB = 5 cm
(ii) SR = DC = 6 cm
Performance Task (Page 183) (iii) PS = AD = 2 cm
(iv) QR = BC = 5.3 cm
Students should be in groups of 2 to 4. It is important that students discuss
(v) /PQR = /ABC = 90°
what they are going to make a scale drawing of. For weaker students,
an existing classroom would be an easier option. For better students,
Practise Now 3
allow them to design their dream classroom, or bedroom, measure the
things that occupy the place and come up with a scale drawing of it. (a) In nABC,
AB = 4 cm, BC = 5.4 cm, AC = 6.1 cm
Students would need to use a measuring tape. Provide one to the groups In nPQR,
who do not have it. PQ = 8 cm, QR = 12.2 cm, PR = 10.8 cm
Assume that the students are making a scale drawing of an existing \ nPQR does not have any length corresponding to that in nABC.
classroom. The dimensions that will need to be measured first are the \ nPQR does not have the same size as nABC and so it is not
length and width of the classroom, followed by the things inside the congruent to nABC.
classroom, such as the tables (which includes the teacher’s desk),
the chairs, cupboard, cabinets etc.

The entire scale drawing should fit onto one A4-sized paper, with the
scale used noted down on it.

83 1
(b) D ↔ T (since /D = /T = 80°) Practise Now 5
E ↔ S (since /E = /S = 60°)
(a) /C = 180° – 90° – 58° (/ sum of nABC)
F ↔ U (since /F = /U = 40°)
= 32°
/EDF = /STU = 80°
/P = 180° – 90° – 35° (/ sum of nABC)
/DEF = /TSU = 60°
= 55°
/DFE = /TUS = 40°
/A = 58° ≠ 55° = /P
DE = TS = 4 cm
/B = /Q = 90°
EF = SU = 6.13 cm
/C = 32° ≠ 35° = /R
DF = TU = 5.29 cm
Since not all the corresponding angles are equal, then nABC is not
\ The two triangles have the same shape and size and so
similar to nPQR.
nDEF ≡ nTSU.
ST 10 5
(c) In nLMN, (b) = =
DE 12 6
/N = 180° – 70° – 60° (/ sum of nLMN)
TU 7 5
= 50° = =
EF 8.4 6
In nXYZ, SU 6 5
/X = 180° – 70° – 40° (/ sum of nXYZ) = =
DF 7.2 6
= 70° Since all the ratios of the corresponding sides are equal, nDEF is
\ nXYZ does not have any angle of 50° or 60° that corresponds to similar to nSTU.
that in nLMN.
\ nXYZ does not have the same shape as nLMN and so it is not Practise Now 6
congruent to nLMN.
1. Since nABC is similar to nPRQ, then the corresponding vertices
match:
Practise Now 4
A↔P
Since nABC ≡ nCDE, then the corresponding vertices match: B↔R
A↔C C↔Q
B↔D Since nABC is similar to nPRQ, then all the corresponding angles
C↔E are equal.
(a) (i) /CDE = /ABC \ x° = /QPR
= 38° = /BAC
(ii) /CED = 180° – 114° – 38° (/ sum of nCDE) = 30°
= 28° \ x = 30
(iii) /ACB = /CED Since nABC is similar to nPRQ, then all the ratios of the
= 28° corresponding sides are equal.
(iv) Length of BC = length of DE BC AC
\ =
= 27 cm RQ PQ
(v) Length of CE = length of AC y 6
i.e. =
= 18 cm 2.8 4
\ Length of BE = length of BC – length of CE 6
\ y = × 2.8
= 27 – 18 4
= 9 cm = 4.2
(b) /ACB + /DCE + /CDE 2. Since ABCD is similar to PQRS, then the corresponding vertices
= 28° + 114° + 38° match:
= 180° A↔P
By converse of int. /s, AC // ED. B↔Q
C↔R
D↔S
Since ABCD is similar to PQRS, then all the corresponding angles
are equal.
\ w° = /BCD
= /QRS
= 60°

1 84
 \ w = 60 Since nXYZ is similar to nXRS, then all the ratios of the
\ x° = /QPS corresponding sides are equal.
= /BAD XS XR
\ =
= 100° XZ XY
\ x = 100 XS 4+6
i.e. =
Since ABCD is similar to PQRS, then all the ratios of the 5 4
corresponding sides are equal. 10
\ XS = ×5
BC AB 4
\ = = 12.5
QR PQ
y 4 \ b = 12.5 – 5
i.e. = = 7.5
5.4 3
4 2. Since nABC is similar to nDEC, then the corresponding vertices
\ y = × 5.4
3 match:
= 7.2 A↔D
PS PQ B↔E
\ =
AD AB C↔C
z 3 Since nABC is similar to nDEC, then all the corresponding angles
i.e. =
6 4 are equal.
3 /ACB = /DCE (vert. opp. /s)
\ z = ×6
4 = 60°
= 4.5
/CAB = 180° – 60° – 48° (/ sum of nABC)
= 72°
Practise Now 7 \ x° = /CDE
Let the height of the lamp post be x cm. = /CAB
Let the point on the line BD, 180 cm vertically above C be E. = 72°
We observe that nABD and nCED are right-angled triangles with one \ x = 72
common angle D. Hence the two triangles are similar. Since nABC is similar to nDEC, then all the ratios of the
Since nABD and nCED are similar, then all the ratios of the corresponding sides are equal.
corresponding sides are equal. DECE
\ =
AB AD ABCB
=
CE CD y10
i.e. =
x 256 + 144 7.38
=
180 144 10
\ y = × 7.3
144x = 180(256 + 144) 8
144x = 180(400) = 9.125
\ x = 500
Height of lamp post = 500 cm Practise Now 9
=5m 1. nABC is similar to nA′B′C′ under enlargement.
The height AB, of the lamp post is 5 m. A B AC
\ = =3
AB AC
Practise Now 8 A B AC
i.e. = 3 and =3
6 10
1. Since nXYZ is similar to nXRS, then the corresponding vertices
\ A′B′ = 18 cm and A′C = 30 cm
match:
2. nXYZ is similar to nXY ′Z′ under enlargement.
X↔X
XY Y Z
Y↔R \ = = 1.5
XY YZ
Z↔S
XY 12
Since nXYZ is similar to nXRS, then all the corresponding angles i.e. = 1.5 and = 1.5
5 YZ
are equal. \ XY ′ = 7.5 cm and YZ = 8 cm
\ a° = /XSR
= /XZY
= 30°
\ a = 30

85 1
3. Let the actual height of the house be x m or 100x cm.
100 x 22.5
\ =
180 9
22.5 180
x = ×
9 100
= 4.5
The actual height of the house is 4.5 m.

Practise Now 10
(i) By measuring the vertical width, which represents 750 cm, we get
5 cm. So the scale is 5 : 750, which is 1 : 150.
(ii) Plan Actual
1 cm represents 150 cm
7 cm represents (7 × 150) cm
= 1050 cm
= 10.5 m
\ The actual length L of the apartment is 10.5 m.

Practise Now 11
Since the scale is 1 : 2.5, we use the grid and enlarge each part of the
figure by multiplying the length by 2.5. For example, the length of the
square changes from 2 cm to 5 cm. The scale drawing is shown below.

1 86
Practise Now 12
(i) & (ii):

A
110°

80°
C B

(iii) By measurement, AB = 6 cm on the scale drawing.

Hence, the scale is 6 cm : 48 km, i.e. 1 cm to 8 km.
(iv) From part (ii), the distance of D to the mast M = 7.9 cm
The actual distance from D to the mast M = 7.9 × 8
= 63.2 km

Practise Now 13
1. (i) Plan Actual
1 cm represents 2.5 m
1.25 cm represents (1.25 × 2.5) m
= 3.125 m
\ The actual length of the dining room is 3.125 m.
(ii) Actual Plan
2.5 m is represented by 1 cm
1
1 m is represented by = 0.4 cm
2.5
3.4 m is represented by (3.4 × 0.4) cm
= 1.36 cm
\ The length on the plan is 1.36 cm.

87 1
2. (i) Plan Actual
1 cm represents 4m
67 cm represents (67 × 4) m
= 268 m
\ The actual length of the cruise liner is 268 m.
(ii) Actual Plan
10 m is represented by 1 cm
1
1 m is represented by = 0.1 cm
10
268 m is represented by (268 × 0.1) cm
= 26.8 cm
\ The length of the model cruise liner is 26.8 cm.
3. (i) Scale: 1 cm to 5 m

(ii) From (i),
Distance between opposite corners on scale drawing = 11.7 cm
Actual distance between opposite corners = 11.7 × 5
= 58.5 m

Practise Now 14
1. (i) Map Actual
1 cm represents 5 km
6.5 cm represents (6.5 × 5) km
= 32.5 km
\ The actual length of the road is 32.5 km.
(ii) Actual Map
5 km is represented by 1 cm
1
1 km is represented by = 0.2 cm
5
25 km is represented by (0.2 × 25) cm
= 5 cm
\ The corresponding distance on the map is 5 cm.
(iii) 5 km = 500 000 cm
1
i.e. the scale of the map is .
500 000

1 88
2. (i) Map Actual 2. (i) PQ = VW = 3.5 cm
1 cm represents 50 000 cm = 0.5 km (ii) PT = VZ = 2 cm
2 cm represents (2 × 0.5) km (iii) QR = WX = 3.5 cm
= 1 km (iv) TS = ZY = 2.1 cm
\ The actual length is 1 km. (v) SR = YX = 2 cm
(ii) Actual Map (vi) /PQR = /VWX = 90°
0.5 km is represented by 1 cm 3. Since EFGH ≡ LMNO, then the corresponding vertices match.
1 EF = LM
1 km is represented by = 2 cm
0.5 = 3.4 cm
14.5 km is represented by (14.5 × 2) cm GH = NO
= 29 cm = 2.4 cm
\ The length on the map is 29 cm. /FEH = /MLO
= 100°
Practise Now 15 /FGH = /MNO
1. (i) Map Actual = 75°
1 cm represents 2 km MN = FG
1 cm2 represents (2 km)2 = 4 km2 = 5 cm
3 cm 2
represents (3 × 4) km2 OL = HE
= 12 km2 = 3 cm
\ The actual area of the plot of land is 12 km2. /LMN = /EFG
18 000 000 = 65°
(ii) 18 000 000 m2 = km2 /NOL = /GHE
1 000 000
= 18 km2 = 120°
Actual Map 4. (a) /ACB = 180° – 90° – 36.9° (/ sum of nABC)
2 km is represented by 1 cm = 53.1°
1 /PRQ = 180° – 90° – 36.9° (/ sum of nPQR)
1 km is represented by cm
2 = 53.1°
1
2
1 A ↔ P (since /A = /P = 36.9°)
1 km2 is represented by cm = cm2
2 4 B ↔ Q (since /B = /Q = 90°)
1 C ↔ R (since /C = /R = 53.1°)
18 km2 is represented by 18 × cm2
4 /BAC = /QPR = 36.9°
= 4.5 cm2 /ABC = /PQR = 90°
\ The area on the map is 4.5 cm2. /ACB = /PRQ = 53.1°
2. Area of nABC on the scale drawing AB = PQ = 4 cm
1 BC = QR = 3 cm
= ×7×4
2 AC = PR = 5 cm
= 14 cm2 \ The two triangles have the same shape and size and so
Map Actual nABC ≡ nPQR.
1 cm represents 3 km (b) /EDF = 180° – 80° – 70° (/ sum of nDEF)
1 cm2 represents (3 km)2 = 9 km2 = 30°
14 cm represents (14 × 9) km2
2
/SUT = 180° – 80° – 30° (/ sum of nSTU)
= 126 km2 = 70°
\ The actual area of the plot of land is 126 km2. D ↔ T (since /D = /T = 30°)
E ↔ S (since /E = /B = 80°)
Exercise 6A F ↔ U (since /F = /U = 70°)
1. A is congruent to F. /EDF = /STU = 30°
B is congruent to J. /DEF = /TSU = 80°
C is congruent to E. /DFE = /SUT = 70°
D is congruent to G. DE = TS = 18.8 cm
I is congruent to K. EF = QR = 3 cm
DF = TU = 19.7 cm
\ The two triangles have the same shape and size and so
nDEF ≡ nTSU.

89 1
 (c) /LNM = 180° – 65° – 70° (/ sum of nLMN) n + n = 12
= 45° 2n = 12
/XZY = 180° – 65° – 70° (/ sum of nXYZ) n = 6
= 45° \ The length of CH is 6 cm.
L ↔ X (since /L = /X = 65°) (ii) /BAC
M ↔ Y (since /M = /Y = 70°) = 180° – 58° – 58° (/ sum of nABC) (base /s of isos. nABC)
N ↔ Z (since /N = /Z = 45°) = 64°
MN = 4 ≠ 5.13 = YZ nACH = /ABK
\ Since the corresponding sides are not equal, nLMN is = 58°
not congruent to nXYZ. /CAH = 180° – 90° – 58° (/ sum of nACH)
5. (i) Since nABK ≡ nACK, then the corresponding vertices match. = 32°
/ABK = /ACK \ /BAH = /BAC + /CAH
= 62° = 64° + 32°
/BAK = 180° – 90° – 62° (/ sum of nABK) = 96°
= 28°
/CAK = /BAK Exercise 6B
= 28°
1. (a) Since nABC is similar to nPQR, then all the corresponding
\ /BAC = /BAK + /CAK
angles are equal.
= 28° + 28°
x° = /PQR
= 56°
= /ABC
(ii) Length of CK = length of BK
= 90°
= 8 cm
y° = /ACB
\ Length of BC = length of BK + length of CK
= /PRQ
=8+8
= 35°
= 16 cm
z° = /QPR
6. (i) Since nABC ≡ nDEC, then the corresponding vertices match.
= 180° – 90° – 35° (/ sum of nPQR)
/BAC = /EDC
= 55°
= 34°
\ x = 90, y = 35, z = 55
\ /ABC = 180° – 71° – 34°
(b) Since nABC is similar to nPQR, then all the corresponding
= 75°
angles are equal.
(ii) Length of CD = length of CA
x° = /PRQ
= 6.9 cm
= /ACB
\ Length of BD = length of BC + length of CD
= 28°
= 4 + 6.9
y° = /BAC
= 10.9 cm
= /QPR
7. (i) Since nABK ≡ nACH, then the corresponding vertices match.
= 180° – 118° – 28° (/ sum of nPQR)
/AHC = /AKB
= 34°
= 180° – 90° (adj. /s on a str. line)
\ x = 28, y = 34
= 90°
Length of AH = length of AK
\ nAHK is an isosceles triangle.
Let /AHK be x°.
/AKH = /AHK (base /s of isos. nAHK)
= x
/CHK = 90° – x°
/CKH = 90° – x°
\ nCHK is an isosceles triangle.
Let the length of CH be n cm.
Length of CK = n cm (isos. n)
Length of BK = length of CH
= n cm

1 90
 (c) Since nABC is similar to nPQR, then all the ratios of the 3. (a) Since ABCD is similar to PQRS, then all the corresponding
corresponding sides are equal. angles are equal.
QR PQ x° = /QPS
=
BC AB = /BAD
x 6 = 95°
=
12 10 y° = /QRS
6 = /BCD
x = × 12
10 = 360° – 95° – 105° – 108° (/ sum of quad.)
= 7.2
= 52°
PR PQ Since ABCD is similar to PQRS, then all the ratios of the
=
AC AB
corresponding sides are equal.
y 6
= PQ QR
18 10 =
AB BC
6
y = × 18 z 7.2
10 =
8 12
= 10.8
7.2
\ x = 7.2, y = 10.8 z = ×8
12
(d) Since nABC is similar to nPQR, then all the ratios of the
= 4.8
corresponding sides are equal.
\ x = 95, y = 52, z = 4.8
AC AB
= (b) Since ABCD is similar to PQRS, then all the corresponding
PR PQ
angles are equal.
x 12
= x° = /ADC
8 10
= /PSR
12
x = ×8 = 180° – 100° (int. /s, PQ // SR)
10
= 9.6 = 80°
QR PQ Since ABCD is similar to PQRS, then all the ratios of the
= corresponding sides are equal.
BC AB
y 10 PS RS
= =
7 12 AD CD
10 y 9
y = ×7 =
12 14 12
5 9
=5 y = × 14
6 12
5 = 10.5
\ x = 9.6, y = 5
6 \ x = 80, y = 10.5
180ϒ – 40 ϒ 4. Since the two water bottles are similar, then all the ratios of the
2. (a) /B = (/ sum of nABC)(base /s of isos. nABC)
2 corresponding sides are equal.
= 70° x 8
=
/C = 70° (base /s of isos. nABC) 10 5
nR = 50° (base /s of isos. nPQR) 8
x = × 10
nP = 180° – 50° – 50° (/ sum of nPQR) 5
= 80° = 16
/A = 40° ≠ 80° = /P y 5
=
/B = 70° ≠ 50° = /Q 3 8
/C = 70° ≠ 50° = /R 5
y = ×3
Since all the corresponding angles are not equal, then nABC is 8
= 1.875
not similar to nPQR.
\ x = 16, y = 1.875
DE 3.3
(b) = = 1.375
ST 2.4
EF 5.7
= = 1.5
TU 3.8
DF 5.4
= = 1.5
SU 3.6
Since not all the ratios of the corresponding sides are equal,
nDEF is not similar to nSTU.

91 1
5. Since the two toy houses are similar, then all the corresponding angles 9. (i) Since nTBP is similar to nTAQ, then all the ratios of the
are equal and all the ratios of the corresponding sides are equal. corresponding sides are equal.
x° = 100° x AQ
=
y 180 y BP
=
180 120 x 6
=
180 y 2
y = × 180
120 x = 3y
= 270 \ Length of PA = x + y
z 120 = 3y + y
=
150 180 = 4y m
120 (ii) Since nPTM is similar to nPQA, then all the ratios of the
z = × 150
180 corresponding sides are equal.
= 100 TM PM
\ x = 100, y = 270, z = 100 =
QA PA
6. Let the height of the lamp be x m. TM y
=
x 10 + 6 6 4y
\ =
3 6 1

\ TM = × 6 (From (i), PA = 4y)
16 4
x = ×3
6 = 1.5 m
=8
The height of the lamp is 8 m. Exercise 6C
7. Since nABC is similar to nADE, then all the corresponding angles
1. nXYZ is similar to nX′Y ′Z′ under enlargement.
are equal.
XY Y Z
x° = /ADE = = 2.5
XY YZ
= /ABC
XY 8.75
= 56° = 2.5 and = 2.5
4 YZ
Since nABC is similar to nADE, then all the ratios of the \ X′Y ′ = 10 cm and YZ = 3.5 cm
corresponding sides are equal. 2. (i) PQRS is similar to P′Q′R′S′ under enlargement.
AD AE PQ
= k =
AB AC PQ
y+4 6+9 16
=
=
4 6 8
15 =2
y + 4 = ×4
6 \ k = 2
= 10
Q R S R
y = 6 (ii) = =2
QR SR
\ x = 56, y = 6
Q R 14
8. Since nPQR is similar to nBAR, then all the corresponding angles = 2 and =2
4 SR
are equal. \ Q′R′ = 8 cm and SR = 7 cm
/ABR = /QPR 3. (i) By measuring the vertical width, which represents 28 km, we
= 60° get 3.5 cm.
x° = /BAR Hence, the scale is 3.5 cm : 28 km, which is 1 cm : 8 km.
= 180° – 60° – 52° (/ sum of nBAR) (ii) By measuring x, we get 7 cm.
= 68° Actual distance between the East and West of Singapore
Since nPQR is similar to nBAR, then all the ratios of the = 7 × 8
corresponding sides are equal. = 56 km
BR AB
=
PR QP
y 9
=
14 12
9
y = × 14
12
= 10.5
\ x = 60, y = 10.5

1 92
4. (a) Scale = 1 : 2 7. (i) Map Actual
1 cm represents 20 000 cm = 0.2 km
1 1
5 cm represents 5 × 0.2 km
2 2
= 1.1 km
\ The actual length is 1.1 km.
(ii) Actual Map
0.2 km = 200 m is represented by 1 cm
1
1 m is represented by = 0.005 cm
200
100 m is represented by (100 × 0.005) cm
(b) Scale = 1 : 0.5 = 0.5 cm
\ The length on the map is 0.5 cm.
8. (i) Map Actual
1 cm represents 8 km
1 cm represents
2
(8 km)2 = 64 km2
5 cm represents (5 × 64) km2
2

= 320 km2
5. (a) (i) & (ii) \ The actual area of the forest is 320 km2.
(b) (i) (ii) Actual Map
8 km is represented by 1 cm
1
1 km is represented by cm
8
2
A 1 1
1 km2 is represented by cm = cm2
D 8 64
1
128 km2 is represented by 128 × cm2
64
X
= 2 cm2
\ The area of the park on the map is 2 cm2.
9. nABC is similar to nAB′C′ under enlargement.
BC AB
= =3
BC AB
12 AB + 6
B C = 3 and =3
BC AB
(ii) From (i), the shortest distance of the treasure from the \ BC = 4 cm
corner A = 5 cm 6 + AB = 3AB
The actual shortest distance of the treasure from the 2AB = 6
corner A = 5 × 25 AB = 3 cm
= 125 m \ AB′ = 3 + 6
6. (i) Map Actual = 9 cm
1 cm represents 250 m 10. Let the height of the tin of milk on the screen be h cm.
7.68 cm represents (7.68 × 250) m
h 25
= 1920 m =
24 75
\ The actual length of the Tuas Second Link is 1920 m. 25
\ h = × 24
(ii) Actual Map 75
250 m is represented by 1 cm =8
1 The height of the tin of milk on the screen is 8 cm.
1 m is represented by = 0.004 cm
250 11. (i) Plan Actual
25 m is represented by (25 × 0.004) cm 1 cm represents 1.5 m
= 0.1 cm 2.5 cm represents (2.5 × 1.5) m
\ The corresponding width on the map is 0.1 cm. = 3.75 m
(iii) 250 m = 25 000 cm 3 cm represents (3 × 1.5) m
1 = 4.5 m
i.e. the scale of the map is .
25 000 \ The actual dimensions of Bedroom 1 are 4.5 m by 3.75 m.

93 1
 (ii) Area of the kitchen on the plan = 2 × 1.5 (ii) Actual Map
= 3 cm2 175 000 cm = 1.75 km is represented by 1 cm
Plan Actual 1
1 km is represented by cm
1 cm represents 1.5 m 1.75
1 cm 2
represents (1.5 m)2 = 2.25 m2 1
1.4 km is represented by 1.4 × cm
3 cm represents (3 × 2.25) m2
2 1.75
= 6.75 m2 = 0.8 cm
\ The actual area of the kitchen is 6.75 m2. \ The distance between the two shopping centres on another
(iii) Area of the apartment on the plan map is 0.8 cm.
= (3 + 2) × (3 + 1.5 + 2.5) 15. (i) By measuring the bar on the map, which represents 300 m,
= 5 × 7 we get 2.4 cm.
= 35 cm2 Hence, the scale of the map is 2.4 cm : 300 m, which is
Plan Actual 1 cm : 125 m.
1 cm represents 1.5 m 125 m = 12 500 cm
1 cm2 represents (1.5 m)2 = 2.25 m2 i.e. the scale of the map is 1 : 12 500.
35 cm2 represents (35 × 2.25) m2 (ii) By measuring XY on the map, we get 2.5 cm.
= 78.75 m2 Map Actual
\ The actual total area of the apartment is 78.75 m2. 1 cm represents 125 m
12. (i) The scale used is 12 cm : 3 m, which is 1 cm : 0.25 m. 2.5 cm represents (2.5 × 125) m
(ii) Actual Plan = 312.5 m
0.25 m = 2.5 cm is represented by 1 cm \ The actual distance XY of the biking trail is 312.5 m.
1 (iii) The actual trail XY is not a fully straight trail.
1 cm is represented by = 0.04 cm 16. (i) 500 m = 50 000 cm
25
425 cm is represented by (425 × 0.04) cm i.e. the scale of the map is 1 : 50 000.
= 17 cm (ii) Actual Map
\ The width of the living room on the floor plan is 17 cm. 500 m = 0.5 km is represented by 1 cm
13. (i) Model Actual 1
1 km is represented by cm = 2 cm
1 cm represents 15 m 0.5
42.4 cm represents (42.4 × 15) m 28 km is represented by (28 × 2) cm
= 636 m = 56 cm
\ The actual height of the tower is 636 m. \ The corresponding distance on the map is 56 cm.
(ii) Actual Model (iii) Map Actual
12 m is represented by 1 cm 1 cm represents 0.5 km
1 1 cm 2
represents (0.5 km)2 = 0.25 km2
1 m is represented by cm 12 cm represents (12 × 0.25) km2
2
12
1 = 3 km2
636 m is represented by 636 × cm
12 \ The actual area of the jungle is 3 km2.
= 53 cm 17. (i) Map Actual
\ The height of the model tower is 53 cm. 1 cm represents 240 000 cm = 2.4 km
14. (i) Map Actual 1 cm2 represents (2.4 km)2 = 5.76 km2
4 cm represents 5 km 3.8 cm2 represents (3.8 × 5.76) km2
5 = 21.888 km2
1 cm represents
km = 1.25 km
4 = 21.9 km2 (to 3 s.f.)
1.12 cm represents (1.12 × 1.25) km \ The actual area of the lake is 21.9 km2.
= 1.4 km (ii) Actual Map
\ The actual distance between the two shopping centres is 2.4 km = 2400 m is represented by 1 cm
1.4 km. 1
1 m is represented by cm
2400
2
1
1 m2 is represented by cm
2400
1
2 908 800 m2 is represented by 2 908 800 × cm2
2400 2
= 0.505 cm2
\ The area on the map is 0.505 cm .
2

1 94
18. Area of the field on the scale drawing 20. Length of plot of land on the map
= 21 × 13.6 = 8 × 175%
= 285.6 cm2 175
=8×
Plan Actual 100
1 cm represents 5m = 14 cm
1 cm2 represents (5 m)2 = 25 m2 Area of plot of land on the map
285.6 cm represents (285.6 × 25) m2
2 = 14 × 8
= 7140 m2 = 112 cm2
\ The actual area of the field is 7140 m2.

Map Actual
19. (i) By measuring 60 km on the scale, we get 1 cm. 1 cm represents 500 m
60 km = 6 000 000 cm 1 cm2 represents (500 m)2 = 250 000 m2
1 112 cm represents (112 × 250 000) m2
2

i.e. the scale of the map is .

6 000 000 = 28 000 000 m2
(ii) By measuring the distance between Singapore and Kuantan on 28 000 000
Actual area in hectares =
the map, we get 5.2 cm. 10 000
Map Actual = 2800 hectares
1 cm represents 60 km \ The actual area of the plot of land is 2800 hectares.
5.2 cm represents (5.2 × 60) km
= 312 km
\ The actual distance between Singapore and Kuantan
is 312 km.
(iii) By measuring the distance between Melaka and Kuala Lumpur
on the map, we get 2.3 cm.
Map Actual
1 cm represents 60 km
2.3 cm represents (2.3 × 60) km
= 138 km
Actual distance between Melaka and Kuala Lumpur = 138 km
Taxi fare = 13.8 × $0.60
= $82.80
\ The taxi fare is $82.80.
(iv) By measuring the distance between Batu Pahat and Port Dickson
on the map, we get 2.7 cm.
Map Actual
1 cm represents 60 km
2.7 cm represents (2.7 × 60) km
= 162 km
162
Time to travel =
60
= 2.7 hours
= 2 hours 42 minutes
\ The time taken to travel is 2 hours 42 minutes.
(v) By measuring the distance between Johor Bahru and Segamat
on the map, we get 2.8 cm.
Map Actual
1 cm represents 60 km
2.8 cm represents (2.8 × 60) km
= 168 km
Actual distance between Johor Bahru and Segamat = 168 km
168
Average speed =
4
= 42 km/h
\ The average speed is 42 km/h.

95 1
21. (i) Actual Plan (b) /EDF = 180° – 70° – 62° (/ sum of nDEF)
10 m is represented by 1 cm = 48°
1 /TSU = 180° – 70° – 48° (/ sum of nSTU)
1 m is represented by = 0.1 cm
10 = 62°
90 m is represented by (90 × 0.1) cm D ↔ T (since /D = /T = 48°)
= 9 cm E ↔ U (since /E = /U = 70°)
70 m is represented by (70 × 0.1) cm F ↔ S (since /F = /S = 62°)
= 7 cm /EDF = /UTS = 48°
85 m is represented by (85 × 0.1) cm /DEF = /TUS = 70°
= 8.5 cm /DEF = /TSU = 62°
DE = TU = 6 cm
C
EF = US = 5 cm
DF = TS = 6.4 cm
\ The two triangles have the same shape and size and so
nDEF ≡ nTUS.
2. (i) Since ABCD ≡ PQRS, then the corresponding vertices match.
\ Length of AB = length of PQ
= 6 cm
8.5 cm 7 cm (ii) /S = /D
= 360° – /A – /B – /C – /D (/ sum of quad.)
K = 360° – 100° – 70° – 95°
= 95°
3. (i) Since nABC ≡ nAKH, then the corresponding vertices match.
/HAK = /CAB
= 52°
A 9 cm B \ /AKH = 180° – 52° – 36° (/ sum of nAKH)
= 92°
(ii) Length of AC = length of AH
= 10.2 cm
Length of AK = length of AB
= 6 cm
\ Length of KC = length of AC – length of AK
= 10.2 – 6
(ii) From scale drawing, length of BK = 4.9 cm. = 4.2 cm
Plan Actual 4. (i) Since nABC ≡ nAHK, then the corresponding vertices match.
1 cm represents 10 m \ /ABC = /AHK
4.9 cm represents (4.9 × 10) m = 90°
= 49 m (ii) Length of AB = length of AH
\ The actual distance from B to the point K is 49 m. = 6 cm
1
Area of nABC = × AB × BC
Review Exercise 6 2
1
24 = × 6 × BC
1. (a) In nABC, 2
/C = 180° – 90° – 67° (/ sum of nABC) 24 = 3BC
= 23° \ Length of BC = 8 cm
\ nABC does not have an angle of 18° that is in nPQR. (iii) In nABC,
\ nABC does not have the same shape as nPQR and so it is /ACB = 180° – 90° – 53 (/ sum of nABC)
not congruent to nPQR. = 37°
In nCHX,
/CHX = 180° – 90° (adj. /s on a str. line)
= 90°
/CXH = 180° – 90° – 37° (/ sum of nCHX)
= 53°
\ /BXK = /CXH (vert. opp. /s)
= 53°
1 96
5. (a) /A = 180° – 40° – 60° (/ sum of nABC) (ii) Since nABC is similar to nPQR, then all the ratios of the
= 80° corresponding sides are equal.
/R = 180° – 40° – 80° (/ sum of nPQR) PQ PR
=
= 60° AB AC
/A = /P = 80° PQ 10
=
/B = /Q = 40° 6 8
/C = /R = 60° 10
\ Length of PQ = ×6
Since all the corresponding angles are equal, then nABC is 8
= 7.5 cm
similar to nPQR.
9. (i) Model Actual
DE 3 5
(b) = = 1 cm represents 80 cm
ST 5.4 9
EF 3.8 5 25 cm represents (25 × 80) cm
= = = 2000 cm
TU 6.84 9
DF 6 5 = 20 m
= =
SU 10.8 9 \ The wingspan of the actual aircraft is 20 m.
Since all the ratios of the corresponding sides are equal, then (ii) Actual Model
nDEF is similar to nSTU. 80 cm = 0.8 m is represented by 1 cm
6. Since nLMN is similar to nZXY, then all the corresponding angles 1
1 m is represented by cm = 1.25 cm
are equal. 0.8
a° = /MLN 40 m is represented by (40 × 1.25) cm
= /XZY = 50 cm
= 180° – 90° – 37° (/ sum of nZXY) \ The length of the model aircraft is 50 cm.
= 53° 10. (i) Model Actual
Since nLMN is similar to nZXY, then all the ratios of the 2 cm represents 7.5 m
corresponding sides are equal. 7.5
1 cm represents m = 3.75 m
YZ XZ 2
= 41.6 cm represents (41.6 × 3.75) m
NL ML
b 9 = 156 m
=
10 6 \ The actual height of the block of flats is 156 m.
9 (ii) Actual Model
b = × 10
6 12 m is represented by 5 cm
= 15 5
1 m is represented by cm
\ a = 53, b = 15 12
7. Since ABCD is similar to PQRS, then all the corresponding angles 5
156 m is represented by 156 × cm
are equal. 12
x° = /BCD = 65 cm
= /QRS \ The height of the model block of flats is 65 cm.
= 85° 11. (i) 1 km = 100 000 cm
Since ABCD is similar to PQRS, then all the ratios of the 4 1
i.e. the scale of the map is = .
corresponding sides are equal. 100 000 25 000
PS PQ (ii) Map Actual
= 4 cm represents 1 km
AD AB
y 6 1
= 1 cm represents km = 0.25 km
12 8 4
6 3 cm represents (0.25 × 3) km
y = × 12
8 = 0.75 km
= 9 \ The actual length of the river is 0.75 km.
\ x = 85, y = 9 (iii) Actual Map
8. (i) Since nABC is similar to nPQR, then all the corresponding 1 km is represented by 4 cm
angles are equal. 8 km is represented by (8 × 4) cm
\ /P = /A = 32 cm
= 60° \ The distance on the map is 32 cm.

97 1
12. (i) Actual Map 15. (i) Plan Actual
180 000 cm = 1.8 km is represented is 1 cm 1 cm represents 400 cm = 4 m
1 5 24.5 cm represents (24.5 × 4) m
1 km is represented by cm = cm
1.8 9 = 98 m
5 \ The actual length of the corridor is 98 m.
35.7 km is represented by 35.7 × cm
9 (ii) Actual Plan
= 19.83 cm (to 2 d.p.) 4 m is represented by 1 cm
\ The corresponding length on the map is 19.83 cm. 1
(ii) Map Actual 1 m is represented by cm
4
1 cm represents 1.8 km 1
2
1
1 m2 is represented by cm = cm2
13.5 cm represents (13.5 × 1.8) km 4 16
= 24.3 km 1
400 m2 is represented by 400 × cm2
\ The actual distance between Sentosa and Changi Ferry 16
Terminal is 24.3 km.

= 25 cm2
(iii) Actual Map

\ The area on the plan is 25 cm . 2

5 (iii) Plan Actual

1 km is represented by cm
9 1 m represents 400 m
2
5 25 1 m 2
represents (400 m)2 = 160 000 m2
1 km2 is represented by cm = cm2
9 81 0.25 m represents (0.25 × 160 000) m2
2

25 = 40 000 m2
5 km2 is represented by 5× cm2
81 = (40 000 ÷ 10 000) hectares
= 1.54 cm2 (to 2 d.p.) = 4 hectares
\ The area of the map is 1.54 cm2. \ The actual area in hectares is 4 hectares.
13. (i) 3 km = 300 000 cm
i.e. the scale of the map is 2 cm : 300 000 cm, which is
1 : 150 000. Challenge Yourself
(ii) Map Actual
1 cm represents 150 000 cm = 1.5 km 1. (i) /DCP = /DBA = 90°
7 cm represents (7 × 1.5) km \ PC // AB
= 10.5 km /DPC = /DAB (corr. /s, PC // AB)
\ The actual distance between the two towns is 10.5 km. /CDP = /BDA (common /)
(iii) Actual Map Since all the corresponding angles are equal, then nDPC is
3 km is represented by 2 cm similar to nDAB.
/BCP = 180° – 90° (adj. /s on a str. line)
2
1 km is represented by cm = 90°
3
2
2
4 /BCP = /BDQ = 90°
1 km2 is represented by cm = cm2
3 9 \ PC // QD
4 /BPC = /BQD (corr. /s, PC // QD)
81 km2 is represented by 81 × cm2
9 /CBP = /DBQ (common /)
= 36 cm2 Since all the corresponding angles are equal, then nBPC is
\ The area of the map is 36 cm2. similar to nBQD.
14. (i) Actual Map Since PC // AB and PC // QD, AB // QD.
25 000 cm = 0.25 cm is represented by 1 cm /BAP = /QDP (alt. /s, AB // QD)
1 /ABP = /DQP (alt. /s, AB // QD)
1 km is represented by cm = 4 cm
0.25 /APB = /DPQ (vert. opp. /s)
3.5 km is represented by (3.5 × 4) Since all the corresponding angles are equal, then nABP is
= 14 cm similar to nDQP.
\ The corresponding distance on the map is 14 cm.
(ii) Map Actual
1 cm represents 0.25 km
1 cm2 represents (0.25 km)2 = 0.0625 km2
16 cm2 represents (16 × 0.0625) km­2
= 1 km2
\ The actual area is 1 km2.

1 98
 (ii)
In nABD, O
CD PC r r
=
BD AB P Q
CD
PC = ×4 r r
BD
In nQDB, X Y
BC PC By symmetry, observe that OP bisects /QPR. nPQR is equilateral.
=
BD QD
60ϒ
BC Hence, /OPQ = = 30°.

PC = ×6 2
BD /OQP = 30° (base /s of isos. nOPQ)
CD BC /POQ = 180° – 30° – 30° (/ sum of nOPQ)
\ × 4 = ×6
BD BD
= 120°
4CD = 6BC
In nOXY,
BC 4
= 180ϒ – 120 ϒ
CD 6 /OXY = (/sum of nOXY) (base /s of isos. nOXY)
2
2
= = 30°
3
/OYX = 30° (base /s of isos. nOXY)
\ The ratio of the length of BC to the length of CD is 2 : 3.
/O = 120°
2. Let the radius of the circle be r.
/P = /X = 30°
C
/Q = /Y = 30°
Since all the corresponding angles are equal, nOPQ is similar to
nOXY.
XY 2r
\ = =2
R PQ r
By rotational symmetry, nOPR is similar to nOXZ and nOQR
is similar to nOYZ, where Z is OR extended.
Z
O
r r

P Q
R

A B
Consider nOPQ. Extend OP to X and OQ to Y such that PX = r and M L
r
QY = r.
O
r r

P Q

X Y
K
Since nPQR is a equilateral triangle, nXYZ is also an equilateral
triangle.
\ nXYZ is similar to nABC.
Let K, L and M be the midpoints of XY, YZ and XZ.
By construction of nOXY, OK = r. Similarly, OL = OM = r.
Since OK = OL = OM = r, a circle of radius r can be drawn
passing through K, L and M.

99 1
 Z

M L
r
r O

P Q
r

X Y
K
\ nXYZ is congruent to nABC.
Let AB be s and PQ be t.
s
\ =2
t
Let the height of nABC be h1 and the height of nPQR be h2.
h1
\ =2
h2 1
Area of n ABC × s × h1
2
= 1
Area of n PQR
× t × h2
2
s h1
= ×
t h2
=2×2
=4
\ The ratio of the area of the bigger triangle to that of the smaller
triangle is 4 : 1.

1 100
 Chapter 7 Perimeter and Area of Plane Figures

TEACHING NOTES
Suggested Approach
In the previous chapter, students have learnt the construction of plane figures such as triangles and quadrilaterals. Here, they will
learn how to convert units of area, as well as find the perimeter and area of triangles and quadrilaterals. Students will revise what
they have learnt in primary school as well as learn the perimeter and area of parallelograms and trapeziums. Teachers should
place more focus on the second half of the chapter and ensure students are able to solve problems involving the perimeter and
area of parallelograms and trapeziums.

Section 7.1: Conversion of Units

Teachers may wish to recap with the students the conversion of unit lengths from one unit of measurement to
another (i.e. mm, cm, m and km) before moving onto the conversion of units for areas.

Teachers may ask students to remember simple calculations such as 1 cm2 = 1 cm × 1 cm to help them in their
calculations when they solve problems involving the conversion of units.

Section 7.2: Perimeter and Area of Basic Plane Figures

This section is a recap of what students have learnt in primary school. Students are reminded to be clear of the
difference in the units used for perimeter and area (e.g. cm and cm2).

Teachers can impress upon the students that the value of p in calculators is used when its value is not stated in
the question. Unless specified, all answers that are not exact should be rounded off to 3 significant figures.

Section 7.3: Perimeter and Area of Parallelograms

Teachers should illustrate the dimensions of a parallelogram to the students so that they are able to identify the
base and height of parallelograms. It is important to emphasise to the students that the height of a parallelogram
is with reference to the base and it must be perpendicular to the base chosen. Also, the height may lie within, or
outside of the parallelogram. Teachers can highlight to the students that identifying the height of a parallelogram
is similar to identifying the height of a triangle.

Teachers should guide students in finding the formula for the area of a parallelogram (see Investigation: Formula
for Area of a Parallelogram). Both possible methods should be shown to students (The second method involves
drawing the diagonal of the parallelogram and finding the area of the two triangles).

Section 7.4: Perimeter and Area of Trapeziums

Teachers should recap with students the properties of a trapezium. Unlike the parallelogram, the base of the
trapezium is not required and the height must be with reference to the two parallel sides of the trapezium. Thus,
the height lies either inside the trapezium, or it is one of its sides (this occurs in a right trapezium, where two
adjacent angles are right angles).

Teachers should guide students in finding the formula for the area of a trapezium (see Investigation: Formula for
Area of a Trapezium). Both possible methods should be shown to students (Again, the second method involves
drawing the diagonal of the trapezium and finding the area of the two triangles).

Teachers can enhance the students’ understanding and appreciation of the areas of parallelograms and trapeziums
by showing them the link between the area of a trapezium, a parallelogram and a triangle (see Thinking Time on
page 329).

101 1
WORKED SOLUTIONS Area of parallelogram ABCD = area of nABC + area of nADC
1 1
Class Discussion (International System of Units) = × AB × CF + × DC × DE
2 2
1. The seven basic physical quantities and their base units are shown 1 1
= bh + bh
in the following table: 2 2
= bh
Basic Physical Quantity Base Unit

Length metre (m)

Thinking Time (Page 202)

Mass kilogram (kg) From the geometry software template ‘Area of Parallelogram’, we can
conclude that the formula for the area of parallelogram is also applicable
Time second (s) to oblique parallelograms.
Electric current ampere (A)
Investigation (Formula for Area of a Trapezium)
Thermodynamic Temperature kelvin (K)
1. The new quadrilateral AFGD is a parallelogram.
Amount of substance mole (mol)
2. Length of AF = length of AB + length of EF
Luminous intensity candela (cd) =b+a
=a+b
Scientists developed the International System of Units (SI units)
1
so that there is a common system of measures which can be used 3. Area of trapezium ABCD = × area of parallelogram AFGD
2
worldwide.
1
2. Measurements of Lengths: = × AF × h
2
1 foot (ft) = 0.3048 m 1
1 inch (in) = 0.0254 m = (a + b)h
2
1 yard (yd) = 0.9144 m 4. Method 1:
1 mile = 1609.344 m Divide the trapezium ABCD into two triangles ABD and DCB by
Measurement of Areas: drawing the diagonal BD as shown below:
1 acre = 4046.8564 m2
a
C
D F
Investigation (Formula for Area of a Parallelogram)
1. The new quadrilateral CDEF is a rectangle.
2. Length of CF = length of DE = h
Length of EF = length of EB + length of BF
h
= length of EB + length of AE
=b
3. Area of parallelogram ABCD = area of rectangle CDEF
= EF × CF
A B
= bh E
b
4. Divide the parallelogram ABCD into two triangles ABC and ADC
by drawing the diagonal AC as shown below: Length of FB = length of DE = h
Area of trapezium ABCD = area of nABD + area of nDCB
D C
1 1
= × AB × DE + × DC × FB
2 2
1 1
= ×b×h+ ×a×h
2 2
h
1
= (b + a)h
2
1
= (a + b)h
A 2
E B F
b

Length of CF = length of DE = h

1 102
 Method 2: Practise Now 1
Divide the trapezium ABCD into a parallelogram AFCD and a
(a) 16 m2 = 16 × 10 000 cm2
triangle FBC by drawing a line FC // AD as shown below:
= 160 000 cm2
a (b) 357 cm2 = 357 × 0.0001 m2
D C
= 0.0357 m2

Practise Now (Page 195)

h (a)

b h

A B
E F G
b
(b)
Length of CG = length of DE = h h
Length of AF = length of DC = a
\ Length of FB = length of AB – length of AF
=b–a
Area of trapezium ABCD
b
= area of parallelogram AFCD + area of nFBC
1
= AF × DE + × FB × CG
2
1
= a × h + × (b – a) × h (c)
2
1
= (2a + b – a)h h
2
1
= (a + b)h
2 b

Teachers may wish to get higher-ability students to come up with
more methods to find a formula for the area of a trapezium. (d)
b
Thinking Time (Page 206)
1. (i) The new figure is a parallelogram. h
1
(ii) Area of trapezium = (a + b)h
2
When a = b,
1 1
(a + b)h = (b + b)h
2 2 (e)
1
= (2b)h
2 b
= bh h
= area of parallelogram
2. (i) The new figure is a triangle.
1
(ii) Area of trapezium = (a + b)h
2
When a = 0,
1 1
(a + b)h = (0 + b)h
2 2
1
= bh
2
= area of triangle

103 1
(f) Practise Now (Page 201)
(a) b

h
b

h (b)

Practise Now 2 h b

64
1. Length of each side of square field =
4
= 16 m
Area of field = 162 (c)
= 256 m2
Area of path = (16 + 3.5 + 3.5)2 – 256 h
= 232 – 256
= 529 – 256 b
= 273 m2
2. Area of shaded region (d)
= area of rectangle ABCD – area of nARQ – area of nBRS b
– area of nCPS – area of nDPQ h
1 1
= 25 × 17 –× (25 – 14) × 5 – × 14 × 3
2 2
1 1
– × (25 – 8) × (17 – 3) – × (17 – 5) × 8
2 2
1 1 1 (e)
= 425 – × 11 × 5 – 21 – × 17 × 14 – × 12 × 8
2 2 2
1
= 425 – 27 – 21 – 119 – 48 h
2
1
= 209 m2
2
b

Practise Now 3 (f)
3
(i) Perimeter of unshaded region = × 2p(14) + 2(14)
4
h b
= 21p + 28
= 94.0 cm (to 3 s.f.)
3
(ii) Area of unshaded region = × p(14)­2­
4
= 147p Practise Now 4
= 462 cm2 (to 3 s.f.)
(i) Area of parallelogram = 24 × 7
(iii) Area of shaded region = area of square – area of unshaded region
= 168 m2
= (2 × 14)2 – 147p
(ii) Perimeter of parallelogram = 2(30 + 7)
= 282 – 147p
= 2(37)
= 784 – 147p
= 74 m
= 322 cm2 (to 3 s.f.)

1 104
Practise Now 5 Practise Now 7
Area of parallelogram = PQ × ST = 480 m2 1
(i) Area of trapezium = × (5 + 13.2) × 4
20 × ST = 480 2
ST = 24 1
= × 18.2 × 4
Length of ST = 24 m 2
= 36.4 m2
Practise Now 6 (ii) Perimeter of trapezium = 5 + 6 + 13.2 + 5.5
= 29.7 m
1. Total area of shaded regions
= area of parallelogram ABJK + area of parallelogram CDIJ Practise Now 8
+ area of parallelogram DEGH
= 4 × 12 + (2 × 4) × 12 + 4 × 12 1
(i)
Area of trapezium = × (PQ + RS) × PS = 72 m2
= 48 + 8 × 12 + 48 2
= 48 + 96 + 48 1
× (14 + 10) × PS = 72
2
= 192 m2
1
1 × 24 × PS = 72
2. Area of nCDF = × DC × CF = 60 cm2 2
2
12 × PS = 72
1
× DC × 3CG = 60 PS = 6
2
Length of PS = 6 m
3
× DC × CG = 60 (ii) Perimeter of trapezium = PQ + QR + RS + PS = 37.2 m
2
DC × CG = 40 14 + QR + 10 + 6 = 37.2
Area of parallelogram ABCD = DC × CG 30 + QR = 37.2
= 40 cm2 QR = 7.2
Length of QR = 7.2 m
Practise Now (Page 205)
Practise Now 9
(a)
Area of figure = area of trapezium + area of semicircle
2
1 1 1
= × (48 + 16) × 20 + p 1424
h 2 2 2
1 1
= × 64 × 20 + p × 356
2 2

= 640 + 178p
(b) = 1200 m2 (to 3 s.f.)

h Exercise 7A
1. (a) 40 m2 = 40 × 10 000 cm2
= 400 000 cm2
(b) 16 cm = 16 × 0.0001 m2
2

(c) h
= 0.0016 m2
(c) 0.03 m = 0.03 × 10 000 cm2
2

= 300 cm2
(d) 28 000 cm2 = 28 000 × 0.0001 m2
= 2.8 m2
259
2. (i) Breadth of rectangle =
18.5
= 14 cm
(ii) Perimeter of rectangle = 2(18.5 + 14)
= 2(32.5)
= 65 cm

105 1
3. Area of figure = area of square – area of triangle 5. Let the diameter of the semicircle be x cm.
1 1
=9 – 2
× 3 × 2.5 × p × x + x = 144
2 2
= 81 – 3.75 1 22
× × x + x = 144
= 77.25 m2 2 7
4. (a) Diameter of circle = 2 × 10 11
x + x = 144
= 20 cm 7
Circumference of circle = 2p(10) 18
x = 144
= 20p 7
x = 56
= 62.8 cm (to 3 s.f.)
\ Diameter of semicircle = 56 cm
Area of circle = p(10)2
= 0.56 m
= 100p
21
= 314 cm2 (to 3 s.f.) 6. (a) (i) Perimeter of figure = 2p + 2(36 – 21)
2
3.6
(b) Radius of circle = = 2p(10.5) + 2(15)
2
= 21p + 30
= 1.8 m
= 96.0 cm (to 3 s.f.)
Circumference of circle = 2p(1.8)
(ii) Area of figure = area of two semicircles + area of rectangle
= 3.6p
= p(10.5)2 + 15 × 21
= 11.3 m (to 3 s.f.)
= 110.25p + 315
Area of circle = p(1.8) 2

= 661 cm2 (to 3 s.f.)

= 3.24p
= 10.2 m2 (to 3 s.f.) 1
(b) (i) Perimeter of figure =
× 2p(5) + 2(5) + 200
2
176
(c)
Radius of circle = = 5p + 10 + 200
2≠
= 39.9 cm (to 3 s.f.)
88
= (ii) Area of figure = area of semicircle + area of triangle
≠
= 28.0 mm (to 3 s.f.) 1 1
= × p(5)2 + × 10 × 10
2 2
88
Diameter of circe = 2 × 25
≠ = p + 50
2
176
= = 89.3 cm2 (to 3 s.f.)
≠
= 56.0 mm (to 3 s.f.) 1 18 18
(c) (i) Perimeter of figure = × 2p + 2p
2 2 2 4
88
Area of circle = p 1
≠ = × 2p(9) + 2p(4.5)
2
7744
=p = 9p + 9p
≠2
= 18p
7744
= = 56.5 cm (to 3 s.f.)
≠
(ii) Area of figure
= 2460 mm2 (to 3 s.f.)
= area of big semicircle + area of two small semicircles
616
(d) Radius of circle = 1
≠ = × p(9)2 + p(4.5)2
2
= 14.0 cm (to 3 s.f.)
81
616 = p + 20.25p
Diameter of circle = 2 × 2
≠ = 60.75p
= 28.0 cm (to 3 s.f.) = 191 cm2 (to 3 s.f.)
616 7. (i) Perimeter of figure = 2p(2) + 2(9 – 2 × 2) + 2(3)
Circumference of circle = 2p
≠ = 4p + 2(5) + 6
= 88.0 cm (to 3 s.f.) = 4p + 10 + 6
= 4p + 16
= 28.6 m (to 3 s.f.)

1 106
 (ii) Area of figure = area of rectangle – area of four quadrants Cost incurred = 28p × $55
= 9 × [2(2) + 3] – p(2)2 = $4838.05 (to the nearest cent)
=9×7–4p 1 7
13. (i) Perimeter of figure = × 2p + 2(5.7)
= 63 – 4p 2 2
= 50.4 m2 (to 3 s.f.) 1
= × 2p(3.5) + 11.4
8. Let the breadth of the rectangular field be x m. 2
Then the length of the field is (x + 15) m. = 3.5p + 11.4
2[(x + 15) + x] = 70 = 22.4 cm (to 3 s.f.)
2(2x + 15) = 70 (ii)
Area of figure = area of semicircle BCD + area of nABD
2x + 15 = 35 1 1
= × p(3.5)2 + × 7 × (8 – 3.5)
2x = 20 2 2
x = 10 1
= 6.125p + × 7 × 4.5
2
\ Breadth of field = 10 m
= 6.125p + 15.75
Length of field = 10 + 15
= 35.0 cm2 (to 3 s.f.)
= 25 m
Area of field = 25 × 10 14. (i) Perimeter of shaded region
= 250 m2
3 1 10 1
Area of path = (25 + 2.5 + 2.5) × (10 + 5 + 5) – 250 = × 2p(10) + × 2p + × 2p(10 – 3) + 3 + (10 – 3)
4 2 2 4
= 30 × 20 – 250 1 1
= 600 – 250 = 15p + × 2p(5) + × 2p(7) + 3 + 7
2 4
= 350 m2 7
= 15p + 5p + p + 10
9. Area of shaded region = area of quadrilateral PQRS 2
1 1 47
= × AR × RP + × RB × RP = p + 10
2 2 2
1 = 83.8 cm (to 3 s.f.)
= × RP × (AR + RB) (ii) Area of shaded region = area of big semicircle
2
1 + area of small semicircle
= × AD × AB
2 + area of region ABCE
1 1 1
= × 23 × (7 + 13.5) × p(10)2 + × p(5)2 =
2 2 2
1 1
= × 20.5 × 23 + × p(102 – 72)
2 4
= 235.75 m2 25 1
= 50p + p+ × p(100 – 49)
10. Area of shaded region = area of nABC – area of nADE 2 4
1 1 25 1
= × 20 × 21 – × 10 × 10.5 = 50p + p+ × p(51)
2 2 2 4
= 210 – 52.5 25 51
= 50p + p+ p
= 157.5 m2 2 4
1 1 301
11. Area of nACD = × AC × BD = × CD × AE = p
2 2 4
1 1 = 236 cm2 (to 3 s.f.)
× 20 × BD = × 22 × 16
2 2 1 200
15. (i) Perimeter of shaded region = × 2p + 2(10)
10 × BD = 176 2 2
BD = 17.6 200
= p + 20
Length of BD = 17.6 cm 2
2
12 = 42.2 m (to 3 s.f.)
12. (i) Area of surface of circular pond = p
2 (ii) Area of shaded region
= p(6)2 = area of semicircle BCD – area of nBCD
2
= 36p 1 200 1
= ×p – × 10 × 10
= 113 m2 (to 3 s.f.) 2 2 2
(ii) Area of path = p(6 + 2) – 36p
2
= 25p – 50
= p(8)2 – 36p = 28.5 m2 (to 3 s.f.)
= 64p – 36p
= 28p m2

107 1
 1
0.785 5. (i) Area of trapezium = × (35.5 + 20) × 15
16. Radius of each circle = cm 2
≠
1
1 0.785 0.785 = × 55.5 × 15
Area of shaded region = ×2 × 2
2 ≠ ≠
= 416.25 cm2
0.785
= (ii) Perimeter of trapezium = 35.5 + 18 + 20 + 16
≠
= 0.250 cm2 (to 3 s.f.) = 89.5 cm
17. Area of grass within the goat’s reach = p(1.5)2 1
6. (i) Area of trapezium = × (PQ + RS) × PT = 150 m2
2
= 2.25p m2
1
Time the goat needs = 2.25p × 14 × (12 + RS) × 10 = 150
2
= 99.0 minutes (to 3 s.f.)
5 × (12 + RS) = 150
12 + RS = 30
Exercise 7B
RS = 18
1. (a) Area of parallelogram = 12 × 7 Length of RS = 18 m
= 84 cm2 (ii) Perimeter of trapezium = PQ + QR + RS + PS = 54.7 m
42 12 + QR + 18 + 13 = 54.7
(b) Base of parallelogram =
6 43 + QR = 54.7
=7m QR = 11.7
42.9 Length of QR = 11.7 m
(c) Height of parallelogram =
7.8 7. Area of shaded regions = area of trapezium ABCD – area of nBCE
= 5.5 mm 1 1
= × (10 + 14) × 12 – × 14 × 12
1 2 2
2. (a) Area of trapezium = × (7 + 11) × 6
2 1
= × 24 × 12 – 84
1 2
= × 18 × 6
2 = 144 – 84
= 54 cm2 = 60 cm2
126 702
(b) Height of trapezium = 8. Area of parallelogram ABFG =
1 2
× (8 + 10)
2
= 351 m2
126
= 351
1 Height of parallelogram ABFG with reference to base FG =
× 18 27
2
126 = 13 m
=
9 1
Area of shaded region = × (2 × 27) × 13
= 14 m 2
72 1
(c)
Length of parallel side 2 of trapezium = –5 = × 54 × 13
1 2
×8
2 = 351 m2
72 9. (a) Total area of shaded regions
= –5
4 = area of rectangle – area of parallelogram
= 18 – 5 – area of circle – area of triangle
= 13 mm = (12 + 14) × (15 + 10)
3. (i) Area of parallelogram = 6 × 9 1
– (12 + 14 – 5 – 2) × 10 – p(4)2 – × 12 × 15
= 54 cm2 2
= 26 × 25 – 19 × 10 – 16p – 90
(ii) Perimeter of parallelogram = 2(10 + 6)
= 650 – 190 – 16p – 90
= 2(16)
= 370 – 16p
= 32 cm
= 320 cm2 (to 3 s.f.)
4.
Area of parallelogram = PQ × ST = QR × SU
(b) Area of shaded region = area of trapezium – area of circle
PQ × 8 = 10 × 11.2
PQ × 8 = 112 1
= × (35 + 18) × 18 – p(6)2
2
PQ = 14
1
Length of PQ = 14 m = × 53 × 18 – 36p
2
= 477 – 36p
= 364 cm2 (to 3 s.f.)

1 108
10. Area of figure = area of trapezium ABCE (b) Total area of shaded regions
– area of parallelogram GHDE – area of semicircle = area of circle – area of triangle – area of rectangle
2
1 1 15 1
= × (12 + 13 + 15) × 24 – 13 × 16 – × p = p(13.6)2 – × (2 × 13.6) × 13.6 – 16 × 11
2 2 2 2
1 1 1
= × 40 × 24 – 208 – × p(7.5)2 = 184.96p – × 27.2 × 13.6 – 176
2 2 2
= 480 – 208 – 28.125p = 184.96p – 184.96 – 176
= 272 – 28.125p = 184.96p – 360.96
= 184 cm2 (to 3 s.f.) = 220 cm2 (to 3 s.f.)
1 (c)
Total area of shaded regions
11. Area of nAED = × AE × ED = 25 cm2
2 1 1
= × (48 + 16) × 20 + × (30 + 20) × 16
AE × ED = 50 2 2
1 1 1
Area of trapezium BCDE = × (EB + DC) × ED = × 64 × 20 + × 50 × 16
2 2 2
1 = 640 + 400
= × (3AE + 4AE) × ED
2 = 1040 cm2
1 (d)
Area of shaded region = area of trapezium – area of triangle
= × 7AE × ED
2 1 1
= × (17 + 9) × (2 × 6) – × 17 × 6
7 2 2
= × AE × ED
2 1
= × 26 × 12 – 51
7 2
= × 50
2 = 156 – 51
= 175 cm2 = 105 cm2
12. (i) Let the height of the parallelogram ABCD with reference to the 1 28 28
base BC be h cm. 2. (i) Perimeter of shaded region = × 2p + 2p
2 2 4
Area of parallelogram ABCD = BC × h = 80 cm2 1
= × 2p(14) + 2p(7)
1 2
Area of nABE = × BE × h
2 = 14p + 14p
1 = 28p
= × 2BC × h
2 = 88.0 cm (to 3 s.f.)
= BC × h (ii)
Area of shaded region
= 80 cm2 = area of big semicircle – area of two small semicircles
(ii) Let the height of the parallelogram ABCD with reference to the 1
base DC be h′ cm. = × p(14)2 – p(7)2
2
Area of parallelogram ABCD = DC × h′ = 80 cm2 = 98p – 49p
1 = 49p
Area of nADF = × DF × h′
2 = 154 cm2 (to 3 s.f.)
1 1 3. Area of shaded region = area of one square of sides (2 × 12) cm
= × DC × h′
2 2 = (2 × 12)2
1 = 242
= × DC × h′
4
= 576 cm2
1
= × 80 4. (i) Area of parallelogram = 9 × 25
4
= 225 m2
= 20 cm2
(ii) Perimeter of parallelogram = 2(9 + 30.8)
= 2(39.8)
Review Exercise 7
= 79.6 m
1. (a) Area of shaded region 5. Let AB = BC = CD = DE = EF = AF = x cm.
= 11 × 13 + 7 × (14 + 13) + 8 × (35 – 20) + 9 × 35 – 12 × 9 (x + x) × x = 24
= 143 + 7 × 27 + 8 × 15 + 315 – 108 2x × x = 24
= 143 + 189 + 120 + 315 – 108 2x2 = 24
= 659 cm2 x2 = 12
Since x > 0, x = 12
Area of parallelogram BCEF = 12 × 12
= 12 cm2

109 1
 1
6. Area of trapezium ABPQ = × (8 + 8 ÷ 2) × (6 ÷ 2) Challenge Yourself
2
1 1. Let the length of AB be x cm.
= × (8 + 4) × 3
2 Then the length of BC = the length of AC = 2x cm.
1 Area of nABC
= × 12 × 3
2 = area of nABD + area of nBCD + area of nACD
= 18 cm2
1 1 1
7. Area of figure = ×x×9+ × 2x × 7 + × 2x × 7
2 2 2
= area of rectangle ABCF + area of trapezium FCDE = 4.5x + 7x + 7x
1 = 18.5x cm2
= 20 × 15 + × (20 + 3.5) × 7
2 Case 1: The base of nABC is taken to be AB.
1 1
= 300 + × 23.5 × 7 × x × h1 = 18.5x
2 2

= 300 + 82.25 \ h1 = 37 cm
= 382.25 m2 Case 2: The base of nABC is taken to be BC or AC.
= 382.25 × 0.0001 ha
1
= 0.038 225 ha × 2x × h2 = 18.5x
2
36 \ h2 = 18.5 cm
8. (i) x + y =
1 2. (i) Perimeter of figure = pr1 + pr2 + pr3 + pr4 + pr5 + AB
×6
2
= p(r1 + r2 + r3 + r4 + r5) + AB
36
= AB
3 =p× + AB
= 12 2
(ii) Since x = 2y, 70
=p× + 70
2
2y + y = 12
= 35p + 70
3y = 12
= 180 cm (to 3 s.f.)
y = 4
(ii) Perimeter of figure = pr + AB
\ x = 2 × 4
AB
= 8 =p× + AB
2
9. Length of each side of square = 1
70
=1m =p× + 70
2
Perimeter of square = 4 × 1 = 35p + 70
=4m = 180 cm (to 3 s.f.)
1 (iii) Given a line segment AB of fixed length, regardless of the number
Radius of circle = m
≠
of semicircles drawn on the line segment, the perimeter of the
1 figure will be the same.
Circumference of circle = 2p m
≠

1
Required difference = 4 – 2p
≠
= 0.455 m (to 3 s.f.)
21
10. Circumference of drum = 2p
2
= 21p cm
Number of complete turns of handle required
9.89 × 100
=
21π
989
=
21≠
= 15 (rounded up to the nearest whole number)

1 110
3.
C

E
A

BD 5 ED 1
= ⇔ =
BE 4 BE 4
Area of n AED ED 1
= =
Area of n ABE BE 4
Area of nAED 1
=
20 4
\ Area of nAED = 5 cm2
Since nACD shares the same base AD and the same height as nABD,
area of nACD = area of nABD.
Since nAED is a common part of nACD and nABD,
area of nDCE = area of nABE = 20 cm2.
Area of n BCE BE 4
= =
Area of n DCE ED 1
Area of nBCE 4
=
20 1
\ Area of nBCE = 80 cm2
Area of trapezium
= area of nABE + area nAED + area of nDCE + area of nBCE
= 20 + 5 + 20 + 80
= 125 cm2

111 1
 Chapter 8 Statistical Data Handling

TEACHING NOTES
Suggested Approach
In primary school, students have learnt statistical diagrams such as pictograms, bar graphs, pie charts and line graphs. Here,
students revisit what they have learnt and they are expected to know and appreciate the advantages and disadvantages of each
diagram. With such knowledge, students can choose the most appropriate diagram given a certain situation. Teachers may want
to give more examples when introducing the various stages of a statistical study and engage with students in evaluating and
discussing the issues involved in each stage. Knowledge from past chapters may be required (i.e. percentage).

Section 8.1: Introduction to Statistics

Teachers should define statistics as the collection, organisation, display and interpretation of data. Teachers may
want to briefly cover each stage of a statistical study and give real-life examples for discussion with students,
in the later sections. Students are expected to solve problems involving various statistical diagrams.

Section 8.2: Pictograms and Bar Graphs

Using the example in the textbook, teachers can show how each stage is involved in a statistical study, where
the data is displayed in the form of a pictogram and bar graph. Students should appreciate what happens in each
stage, cumulating in the conclusion through the interpretation of the data. Through the example, students should
also learn to read, interpret and solve problems using information presented in these statistical diagrams.

Students should know the characteristics of pictograms and bar graphs and take note of the merits and limitations
of pictograms and bar graphs (see Attention on page 370 and Thinking Time on page 371).

Section 8.3: Pie Charts

Some students may still be unfamiliar with calculating the size of the angle of each sector in a pie chart. As such,
teachers may wish to illustrate how this is done. Students need to recall the characteristics of a pie chart (see
Attention on page 376).

Other than the examples given in the textbooks, teachers may give more examples where a data set is represented
by a pie chart, such as students’ views on recent current affairs.

Section 8.4: Line Graphs

Teachers may want to recap how line graphs are drawn. Students need to know the advantage, disadvantage and
the cases line graphs are best used in. (see Attention on page 378).

Teachers can discuss some situations where pictograms, bar graphs, pie charts or line graphs are most suitable and
assess students’ understanding of statistical diagrams (see Class Discussion: Comparison of Various Statistical
Diagrams).

Section 8.5: Statistics in Real-World Contexts

Teachers can use the examples given in the textbooks and further illustrate in detail how each stage in a statistical
study is carried out using real-life examples.

Teachers can get the students to discuss and think of more ways to collect data besides conducting questionnaires.
Other ways can include telephone interviews, emails, online surveys etc.

Teachers may want to assign small-scale projects for students where they conduct their own statistical studies.
Such projects allow students to apply what they have learnt about statistical data handling in real-world contexts.

Section 8.6: Evaluation of Statistics

Teachers should go through the various examples in the textbook and discuss with students the potential issues
that can arise at each stage of a statistical study. The importance of not engaging in any unethical behaviors,
ensuring objectivity and providing the complete picture without omitting any forms of misrepresentation need
to be inculcated into students.

1 112
WORKED SOLUTIONS (b) A line graph should be used to display the data as we need to
display the trend of the change in the population of Singapore
Thinking Time (Page 218)
from the year 2004 to the year 2013.
1. Michael is correct. In a pictogram, each icon represents the same (c) A pie chart cannot be used to display the data as we will
number. Hence, since there are 3 buses and 4 cars, more students not be able to directly determine the exact number of
travel to school by car than by bus. Secondary 1 students who travel to school by each of the 4 modes
2. To avoid a misinterpretation of the data, we can replace each bus of transport. A line graph is inappropriate as it is used to display
and each car in the pictogram with a standard icon. Alternatively, trends over time. Hence, a pictogram or a bar graph should be
we can draw the buses and the cars to be of the same size. used to display the data. Since there are only 4 categories, we
may wish to use a pictogram instead of a bar graph as it is more
Class Discussion (Comparison of Various Statistical Diagrams) visually appealing and is easier to read.
(d) A pie chart should be used to display the data as it is easier to
1.
compare the relative proportions of Secondary 1 students who
Statistical
Advantages Disadvantages prefer the different drinks.
Diagram
• It is more colourful and • It is difficult to use icons to
appealing. represent exact values. Performance Task (Page 228)
• It is easy to read. • If the sizes of the icons are
inconsistent, the data may 1. Collection of Data
easily be misinterpreted. Guiding Questions:
Pictogram • If the data has many • What are the types of food that are sold in your current school
categories, it is not
desirable to use a
canteen?
pictogram to display it as it • What other types of food would students like to be sold in the
is quite tedious to draw so school canteen? How many choices would you like to include
many icons.
in the questionnaire?
• The data sets with the • If the frequency axis • What should be the sample size? How do you ensure that the
lowest and the highest does not start from 0, the
frequencies can be easily displayed data may be sample chosen is representative of the entire school?
identified. misleading. • How many choices would you like each student surveyed to
• It can be used to compare • The categories can be select?
Bar graph
data across many rearranged to highlight
2. Organisation of Data
categories. certain results.
• Two or more sets of data Guiding Questions:
with many categories can • How can you consolidate the data collected and present it in a
be easily compared.
table?
• The relative size of each • The exact numerical value • How should you organise the data such that it is easy to
data set in proportion to of each data set cannot be
the entire set of data can be determined directly.
understand?
easily observed. • The sum of the angles of 3. Display of Data
• It can be used to display all the sectors may not Guiding Question:
Pie chart data with many categories. be 360° due to rounding
• Which statistical diagram, i.e. pictogram, bar graph, pie chart
• It is visually appealing. errors in the calculation of
the individual angles. or line graph, is the most suitable to display the data obtained?
• It is not easy to compare 4. Interpretation of Data
across the categories of Guiding Questions:
two or more sets of data.
• How many more food stalls can your school canteen
• Intermediate values can be • Intermediate values may
accommodate?
easily obtained. not be meaningful.
• It can better display trends • If the frequency axis • What is the conclusion of your survey, i.e. based on the statistical
over time as compared to does not start from 0, the diagram drawn, which types of food stalls should your school
Line
most of the other graphs. displayed data may be
graph engage for the school canteen?
• The trends of two or more misleading.
sets of data can be easily • It is less visually appealing Teachers may wish to refer students to pages 380 and 381 of the textbook
compared. as compared to most of the
other graphs. for an example on how they can present their report.

2. (a) A bar graph should be used to display the data as we need to

compare data across 12 categories. The categories with the
lowest and the highest frequencies can also be easily identified.

113 1
Class Discussion (Evaluation of Statistics) Part IV: Interpretation of Data
1. The conclusion was obtained based on a simple majority, i.e. since
Part I: Collection of Data
more than 50% of the employees were satisfied with working in the
1. Teachers to conduct poll to find out the number of students who
company, the survey concluded that the employees were satisfied
know Zidane, Beckenbauer and Cruyff. It is most likely that some
with the company and that the company was a good place to work
students will know who Zidane is, but most (if not all) students will
in.
not know who Beckenbauer and Cruyff are.
2. It is stated in the article that the poll was conducted on the UEFA 2. 40% × 300 = 40 × 300
100
website. As such, the voters who took part in the poll were
= 120 employees
most likely to belong to the younger generation who are more
It is stated in the article that 40% of the employees, i.e. 120 employees
computer-savvy and hence, the voters were unlikely to be
were not satisfied with working in the company. As such, even
representative of all football fans.
though a simple majority of the employees was satisfied with working
3. As shown in the article, the number of votes for the three footballers
in the company, it cannot be concluded that most of the employees
were close, with 123 582 votes for Zidane, 122 569 votes for
were satisfied. This shows that we should not use simple majorities
Beckenbauer and 119 332 votes for Cruyff. This is despite the fact
to arrive at conclusions or make decisions.
that most of the younger generation, who were most likely to have
3. The amendment of the constitution of a country is a very serious
voted in the poll, may not know who Beckenbauer and Cruyff are
matter where the agreement of a simple majority is insufficient,
as they were at the peak of their careers in the 1970s. Hence, if older
therefore there is a need for a greater percentage of elected Members
football fans were to participate in the poll, Zidane would probably
of Parliament (MPs) to agree before the constitution can be amended.
not have come in first place.
As a result, the Singapore government requires the agreement of at
4. The choice of a sample is important as if the sample chosen for
least a two-third majority before the constitution can be amended.
collection of data is not representative of the whole population, the
figures that are obtained may be misleading. Hence, a representative Teachers may wish to take this opportunity to get students to search
sample should be chosen whenever possible. on the Internet for some laws that have been passed in the Singapore
Parliament that resulted in a constitutional amendment.
Part II: Organisation of Data
4. It is important to have a basis or contention in order to decide on an
1. Banks and insurance firms, timeshare companies and motor vehicle
issue, and that in some occasions, it is insufficient to make decisions
companies received the most number of complaints.
based on a simple majority.
2. The article states that banks and insurance firms, which were
grouped together, received the most number of complaints. If banks Teachers may wish to ask students whether a simple majority,
and insurance firms were not grouped together, it is possible that i.e. more than 50% of the votes, is necessary to decide on an issue.
timeshare companies received the most number of companies. For For example, in the 2011 Singapore Presidential Elections, Dr Tony
example, if the 1416 complaints were split equally between banks Tan was elected President of the Republic of Singapore with 35.2%
and insurance firms, they would have received 708 complaints each, of the total valid votes cast.
then the number of complaints received by timeshare companies,
Part V: Ethical Issues
i.e. 1238 complaints, would have been the greatest.
It is unethical to use statistics to mislead others as it is essentially a form
3. This shows that when organising data, it is important to consider
of misrepresentation and people may arrive at the wrong conclusions or
whether to group separate entities as doing so might mislead
make the wrong decisions.
consumers and result in inaccurate conclusions.
The rationale for teaching students to be aware of how statistics can be
Part III: Display of Data
used to mislead others is so that the students will be more discerning
1. Although the height of the bar for Company E appears to be
when they encounter statistics and will not be misled by others. Teachers
twice that of the bar for Company C, Company E’s claim is not
should also impress upon students that they should not use statistics to
valid as the bars do not start from 0. By reading off the bar graph,
mislead others because it is unethical to do so.
Company E sold 160 light bulbs in a week, which is not twice as
many as the 130 light bulbs sold by Company C in a week.
Practise Now (Page 218)
2. For bar graphs, if the vertical axis does not start from 0, the height
of each bar will not be proportional to its corresponding frequency, 1. (a) (i) Profit earned by the company in 2010 = 5.5 × $1 000 000
i.e. number of light bulbs sold by each company in a week. Such = $5 500 000
display of statistical data may mislead consumers. (ii) Profit earned by the company in 2012 = 7 × $1 000 000
= $7 000 000
(b) The company earned the least profit in 2009. The profit decreased
by 1.5 × $1 000 000 = $1 500 000 in 2009 as compared to 2008.

1 114
 2. (a) Practise Now (Page 223)
Sales of Television Sets in 5 Shops
120 Farhan’s total expenditure on the holiday
November
Number of television sets

100 December = $1000 + $1200 + $400 + $1200 + $200

= $4000
80
60 Item Angle of sector
40
$1000
20 Food × 360° = 90°
$4000
0
Shop 1 Shop 2 Shop 3 Shop 4 Shop 5 Shop 6 Shop 7
Shopping $1200 × 360° = 108°
Shop $4000

(b) (i) Total number of television sets sold in the seven shops in $400
Hotel × 360° = 36°
November $4000
= 60 + 30 + 50 + 70 + 40 + 64 + 70 Air
$1200
= 384 Ticket × 360° = 108°
$4000
(ii) Total number of television sets sold in the seven shops in
December $200
Others × 360° = 18°
= 90 + 48 + 80 + 112 + 80 + 88 + 96 $4000
= 594
Others
384
(c) Required percentage = × 100%
384 + 594
384 18°
= × 100%
978
Food
43
= 39 % Air Ticket
163 108°
70 + 96
(d) (i) Required percentage = × 100% 108°
978 36°
166 Shopping
= × 100%
978 Hotel
476
= 16 %
489
(ii) No, I do not agree with the manager. Since Shop 2 sold the
least number of televsion sets in November and December, Practise Now 1
it should be closed down. 1. (i) 4x° + 2x° + 237.6° = 360° (/s at a point)
(e) The company performed better in terms of sales in December. 4x° + 2x° = 360° – 237.6°
This could be due to the fact that Christmas is in December 6x° = 122.4°
when people buy television sets as gifts for others. x° = 20.4°
\ x = 20.4
4(20.4ϒ)
(ii) Required percentage = × 100%
360ϒ
81.6ϒ
= × 100%
360ϒ
2
= 22 %
3
360ϒ
(iii) Amount of fruit punch in the jar = × 759 ml
237.6ϒ
= 1150 ml

115 1
2. (i) The least popular colour is black. Exercise 8A
(ii) Total number of cars sold
1. (i) The greatest number of buses registered was in 2012.
= 2000 + 3500 + 5000 + 6000 + 1500
Number of buses registered in 2012 ≈ 6.5 × 40 000
= 18 000
= 260 000
Angle of sector that represents number of blue cars sold
(ii) Total number of buses registered from 2008 to 2012
2000
= × 360° ≈ 24 × 40 000
18 000
= 960 000
= 40°
(iii) Total amount the Registry of Vehicles collected in 2010
Angle of sector that represents number of grey cars sold
≈ 4.5 × 40 000 × $1000
3500
= × 360° = $180 000 000
18 000
= 70° (iv) Percentage increase in number of buses registered
Angle of sector that represents number of white cars sold from 2011 to 2012
5000 1
= × 360° = × 100%
18 000 5.5
= 100° 2
= 18 %
Angle of sector that represents number of red cars sold 11
6000 2. (i) Students who Play Volleyball, Basketball or Tennis
= × 360°
18 000
Volleyball
= 120°
Angle of sector that represents number of black cars sold Basketball
1500
= × 360°
18 000 Tennis
= 30°
 Each circle represents 10 students.
(iii) No, I do not agree with her. This is because the number of cars
(ii) Required ratio = 4 : 5
indicated on the y-axis is in thousands, thus 3500 grey cars and
5
1500 black cars are sold. (iii) Required percentage = × 100%
6
1
Practise Now 2 = 83 %
3
(i) The number of fatal road casualties was the highest in 2008. 3. Newspaper Distribution to Households
350

(ii) Year 2005 2006 2007 2008 2009

300
Number of fatal
173 190 214 221 183
road casualties
Number of copies (in thousands)

250
(iii) Percentage decrease in number of fatal road casualties
from 2008 to 2009 200
221 – 183
= × 100%
221
150
38
= × 100%
221
43 100
= 17 %
221
(iv) There are traffic cameras installed along more roads. 50

0
2008 2009 2010 2011 2012
Year

1 116
 4. (a) (iv) The percentage of successful candidates increases over the six
Class Class Class Class Class years as they practise past-year papers and learn from their
Class
1A 1B 1C 1D 1E mistakes.
Number of students 6. (i) Total number of workers employed in the housing estate
who score a distinction 9 11 16 12 20 = 4 × 1 + 6 × 2 + 5 × 3 + 3 × 4 + 2 × 5
in Mathematics = 4 + 12 + 15 + 12 + 10
Number of students = 53
who score a distinction 8 13 12 16 15
(ii) Total number of shops in the housing estate
in Science
= 4 + 6 + 5 + 3 + 2
= 20
Students who Score a Distinction in
Mathematics or Science Number of shops hiring 3 or more workers = 5 + 3 + 2
25 Mathematics = 10
Number of students

20 Science 10
\ Required percentage = × 100%
15
20
= 50%
10
(iii) Some shops have more customers as they are located at places
5
with higher human traffic, thus they need to employ more
0
1A 1B 1C 1D 1E workers.
Class

(b) (i) Total number of students in the 5 classes who score a Exercise 8B
distinction in Mathematics 1. Total number of students surveyed = 768 + 256 + 64 + 192
= 9 + 11 + 16 + 12 + 20 = 1280
= 68
(ii) Total number of students in the 5 classes who score a Mode of transport Angle of sector
distinction in Science
768
= 8 + 13 + 12 + 16 + 15 Bus × 360° = 216°
1280
= 64
256
12 Car × 360° = 72°
(c) Required percentage =
× 100% 1280
68
11 64
= 17 % Bicycle × 360° = 18°
17 1280
(d) Percentage of students in Class 1D who score a distinction in 192
Science Foot × 360° = 54°
1280
16
= × 100%
40
= 40%
Foot
(e) No, Jun Wei is not correct to say that there are 35 students in Bicycle
Class 1E. There may be students in the class who do not score 54°
18°
distinctions in both Mathematics and Science. There may also be
students in the class who score distinctions in both Mathematics 72° 216°
and Science. Car Bus
5. (i) Number of candidates who sat for the examination in 2009
= 950
(ii) Number of candidates who failed the examination in 2012

= 500
2. (i) Angle of sector that represents number of students who prefer
(iii) Total number of candidates who failed the examination in the
yam = 90°
six years
(ii) Angle of sector that represents number of students who prefer
= 400 + 350 + 350 + 400 + 450 + 500
vanilla
= 2450
= 360° – 120° – 90° – 50° (/s at a point)
500 = 100°
\ Required percentage = × 100%
2450
20
= 20 %
49

117 1
 100ϒ (ii) Percentage increase in mass of the baby from the 4th to 6th month
(iii) Required percentage = × 100%
360ϒ 5 – 4.2
= × 100%
7 4.2
= 27 %
9 0.8
= × 100%
360ϒ 4.2
(iv) Total number of students in the class = ×5
50ϒ 1
= 19 %
= 36 21
180ϒ 6. (a) Total angle of sectors that represent number of female students
3. (i) Required percentage = × 100%
360ϒ and teachers in the school
= 50% = 360° – 240° (/s at a point)
72ϒ = 120°
(ii) Required percentage = × 100%
360ϒ Angle of sector that represents number of teachers in the school
= 20% 1
1 = × 120°
17 6
(iii) x° = 2 × 360°
100 = 20°
= 63° (b) (i) Number of female students in the school = 5 × 45
\ x = 63 = 225
4. (i) Total number of cars in the survey = 20 + 25 + 20 + 30 + 25 240ϒ
(ii) Number of male students in the school = × 45
= 120 20ϒ
(ii) Total number of people in all the cars = 540
= 20 × 1 + 25 × 2 + 20 × 3 + 30 × 4 + 25 × 5 (c)
Total school population = 45 + 225 + 540
= 20 + 50 + 60 + 120 + 125 = 810
= 375 2
Number of female teachers in the school = × 45
3
(iii) Number of cars with 4 or more people = 30 + 25
= 30
= 55
Number of females in the school = 225 + 30
55
\ Required percentage = × 100% = 255
120
255
5 \ Required percentage = × 100%
= 45 % 810
6
13
(iv)
Angle of sector that represents number of cars with 1 people = 31 %
27
20 5
= × 360° 7. × 360° = 120°
120 1+ x + 5
= 60° 5 120ϒ
=
Angle of sector that represents number of cars with 2 people 6+x 360ϒ
25 5 1
= × 360° =
120 6+x 3
= 75° 15 = 6 + x
Angle of sector that represents number of cars with 3 people \ x = 9
20 8. (i) The town had the greatest increase in the number of people from
= × 360°
120 2011 to 2012.
= 60° (ii)
Angle of sector that represents number of cars with 4 people Year 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
30
= × 360° Number of
120
people (in 8 6 9 9.5 12 14 15 16 18 19 25
= 90°
thousands)
Angle of sector that represents number of cars with 5 people
(iii) Percentage increase in number of people in the town from 2009
25
= × 360° to 2012
120
25 000 – 16 000
= 75° = × 100%
16 000
5. (i) Month 0 1 2 3 4 5 6 9000
= × 100%
16 000
Mass (kg) 3.2 3.4 3.8 4 4.2 4.4 5
1
= 56 %
4
(iv) There are more new immigrants in the town.

1 118
 9. (i) (ii) Number of students who read more than 4 books = 5 + 1
Temperature of Patient
=6
40 Total number of students in the class = 2 + 5 + 9 + 8 + 6 + 5 + 1
Temperature (°C)

= 36
39
6
38 \ Required percentage = × 100%
36
37 2
= 16 %
36 3
35 (iii) Number of students who read fewer than 3 books = 2 + 5 + 9
1500 1800 2100 0000 0300 0600 0900
= 16
Time (hours)
Angle of sector that represents number of students who read
(ii) Temperature of the patient at 1700 hours ≈ 39 °C fewer than 3 books
Temperature of the patient at 0100 hours ≈ 38 °C 16
10. The majority of the respondents in Kate’s survey are most likely = × 360°
36
females while those in Khairul’s survey are most likely males. Kate = 160°
and Khairul may have conducted each of their surveys at a different 3. Percentage of students who are enrolled in the Arts course
location, e.g. Kate may have conducted her survey at Orchard Road = 100% – 25% – 30% – 15%
while Khairul may have conducted his survey at a housing estate. = 30%
11. No, I do not agree with Nora. The temperatures in both countries
range from 24 °C to 35 °C. The temperatures in Country X seem to Type of course Angle of sector
change more drastically than those in Country Y because the vertical 25
axis of the line graph which shows the temperatures of Country X Science × 360° = 90°
100
starts from 23 °C instead of 0 °C.
30
12. (i) Based on the 3-dimensional pie chart, Raj spends the most on Engineering × 360° = 108°
100
luxury goods.
(ii) Based on the 2-dimensional pie chart, Raj spends the most on 15
Business × 360° = 54°
100
rent and luxury goods.
(iii) In a 3-dimensional pie chart, the sizes of the sectors will look 30
Arts × 360° = 108°
distorted. The sectors towards the back of the pie chart will 100
appear smaller than those towards the front.
13. No, I do not agree with Amirah. As there are more cars than
motorcycles in Singapore, it is not surprising that there are more
accidents involving cars than motorcycles. Moreover, there may be Science
Arts
a higher chance of accidents involving motorcycles occurring due
108°
to the nature of the vehicle.
108°
54°
Review Exercise 8 Engineering
Business
1. (i) Required ratio = 6 : 3
=2:1

7
(ii) Required percentage =
× 100% 4. (i) Total angle of sectors that represent amount Devi spends on
4
clothes and food
= 175%
= 360° – 36° – 90° – 90° (/s at a point)
2. (i) Total number of books read by the students in the class in a
= 144°
month
Angle of sector that represents amount Devi spends on food
= 2 × 0 + 5 × 1 + 9 × 2 + 8 × 3 + 6 × 4 + 5 × 5 + 1 × 6
= 0 + 5 + 18 + 24 + 24 + 25 + 6 1
= × 144°
4
= 102
= 36°
36ϒ
\ Required percentage = × 100%
90ϒ
= 40%

119 1
 360ϒ
(ii) Devi’s monthly income = × $400
36ϒ
= $4000
Devi’s annual income = 12 × $4000
= $48 000

5. (i) Year 2008 2009 2010 2011 2012

Number of laptops 70 30 44 90 26

(ii)
Percentage decrease in number of laptops purchased by the
company from 2008 to 2009
70 – 30
= × 100%
70
40
= × 100%
70
1
= 57 %
7
(iii) The company might have had a tighter budget in 2009.

Challenge Yourself
The better way to display the data using a bar graph is as follows:

Pulse rate
Breathing rate
Breathing rate (per minute)
Pulse rate (per minute)

150
50
100 40
30
50 20
10
Walking

Running

Jogging

Swimming

1 120
Class 8

i 1
 CONTENTS
Scheme of Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Chapter 1: Linear Graphs and Simultaneous Linear Equations
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Chapter 2: Pythagoras’ Theorem
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Chapter 3: Geometrical Constructions
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Chapter 4: Averages of Statistical Data
Teaching Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Worked Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

1 ii
 Secondary 3 Mathematics Scheme of Work

Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication and
Objectives (SIOs) Content Resources
× 45 min) Connection
3 1 1.1 Gradient of a • Find the gradient of a Find the gradient of a Investigation – Investigation –
Linear Straight Line straight line straight line Equation of a Equation of a
Graphs and • State the y-intercept Straight Line Straight Line
Simultaneous of a straight line Calculate the gradient
Linear of a straight line from Class Discussion –
Equations the coordinates of two Gradients of
points on it Straight Lines

Class Discussion –
Gradients in the
Real World

Investigation –
Gradient of a
Horizontal Line

iii
Investigation –
Gradient of a
Vertical Line

1.2 Further Apply the idea of Worked Example 2

Applications of rate of change to easy
Linear Graphs kinematics involving
in Real-World distance-time and
Contexts speed-time graphs

1
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication and
Objectives (SIOs) Content Resources
× 45 min) Connection

1
1.3 Horizontal and • State the equation of Investigation – Investigation –
Vertical Lines a horizontal line and Equation of a Equation of a
of a vertical line Horizontal Line Horizontal Line

Investigation – Investigation –
Equation of a Equation of a Vertical
Vertical Line Line

3 1.4 Graphs • Draw graphs of linear Draw graphs from given Investigation – Investigation – Investigation –
of Linear equations in the form data Graphs of Graphs of Graphs of
Equations in ax + by = k ax + by = k ax + by = k ax + by = k
the form ax + by
=k

iv
3 1.5 Solving • Solve simultaneous Solve simultaneous Investigation – Investigation – Investigation –
Simultaneous linear equations in linear equations in two Solving Solving Solving Simultaneous
Linear two variables using unknowns Simultaneous Simultaneous Linear Equations
Equations the graphical method Linear Equations Linear Equations Graphically
Using Solve associated Graphically Graphically
Graphical equations approximately Class Discussion –
Method by graphical methods Class Discussion Choices of
– Coincident Appropriate Scales
Class Discussion – Lines and Parallel for Graphs and
Choices of Lines Accuracy of Graphs
Appropriate
Scales for Graphs Class Discussion –
and Accuracy of Coincident Lines and
Graphs Parallel Lines

Class Discussion – Thinking Time

Coincident Lines
and Parallel Lines

Thinking Time
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication and
Objectives (SIOs) Content Resources
× 45 min) Connection
4 1.6 Solving • Solve simultaneous Construct and transform Thinking Time Thinking Time
Simultaneous linear equations in formulae and equations
Linear two variables using Thinking Time Thinking Time
Equations the elimination Solve simultaneous
Using Algebraic method linear equations in two Thinking Time
Methods • Solve simultaneous unknowns
linear equations in Thinking Time
two variables using
the substitution
method
4 1.7 Applications of • Formulate a pair of Thinking Time Just For Fun Just For Fun
Simultaneous linear equations in
Equations in two variables to solve
Real-World mathematical and
Contexts real-life problems

4 Miscellaneous Solutions for

Challenge

v
Yourself
16 2 2.1 Pythagoras’ • Solve problems using Apply Pythagoras’ Investigation – Investigation – Investigation –
Pythagoras’ Theorem Pythagoras’ Theorem theorem to the Pythagoras’ Pythagoras’ Pythagoras’ Theorem
Theorem calculation of a side or Theorem – The Theorem – The – The Secret of the
an angle of a right- Secret of the Secret of the Rope-Stretchers
angled triangle Rope-Stretchers Rope-Stretchers

Performance Task Performance Task Performance Task

Internet
Resources

17 2.2 Applications • Solve problems using

of Pythagoras’ Pythagoras’ Theorem
Theorem in
Real-World
Contexts

1
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication and
Objectives (SIOs) Content Resources
× 45 min) Connection

1
17 2.3 Converse of • Determine whether a
Pythagoras’ triangle is a right-
Theorem angled triangle given
the lengths of three
sides
17 Miscellaneous Solutions for
Challenge
Yourself
20 3 3.1 Introduction
Geometrical to Geometrical
Constructions Constructions

20 3.2 Perpendicular • Construct Measure lines and Investigation – Investigation –

Bisectors and perpendicular angles Property of a Property of a
Angle Bisectors bisectors and angle Perpendicular Perpendicular
bisectors Construct angle Bisector Bisector
• Apply properties bisectors and
Investigation – Internet
of perpendicular perpendicular bisectors

vi
Property of an Resources
bisectors and angle using a pair of
Angle Bisector
bisectors compasses as necessary Investigation –
Property of an
Angle Bisector

20 3.3 Construction of • Construct triangles Construct a triangle, Just for Fun (p. 303)
Triangles and solve related given the three sides,
Ex 12A Q 15 – 16
problems using a ruler and a pair
of compasses only
20 3.4 Construction of • Construct Construct other simple Internet Worked Example 6
Quadrilaterals quadrilaterals geometrical figures Resources
Practise Now 6 Q
and solve related from given data, using (p. 309)
1–2
problems a ruler and protractor as
necessary Practise Now 7 Q 2

Ex 12B Q 1 – 3, 5,
8 – 9, 11(ii), 15

20 Miscellaneous Solutions for

Challenge
Yourself
 Week Reasoning,
Specific Instructional Syllabus Subject Additional
(5 classes Chapter Section Activity ICT Communication and
Objectives (SIOs) Content Resources
× 45 min) Connection
30 4 4.1 Mean • Find the mean of a set Calculate the mean for
Averages of of data individual and discrete
Statistical Data • Calculate an estimate data
for the mean
Calculate an estimate of
the mean for grouped
and continuous data
30 4.2 Median • Find the median of a Calculate the median Thinking Time Thinking Time
set of data for individual and
• Find the class interval discrete data Class Discussion –
where the median lies Creating Sets of
Data with Given
Conditions
(p. 503)
30 4.3 Mode • Find the mode of a Calculate the mode for Thinking Time
set of data individual and discrete
• State the modal class data
of a set of grouped

vii
data Identify the modal
class from a grouped
frequency distribution
31 4.4 Mean, Median • Evaluate the purposes Distinguish between the Thinking Time Thinking Time
and Mode and appropriateness purposes for which the
of the use of mean, mean, median and mode Class Discussion – Class Discussion –
median and mode are used Comparison of Comparison of Mean,
Mean, Median and Median and Mode
Mode

31 Miscellaneous Solutions for

Challenge
Yourself

1
1 viii
 Chapter 1 Linear Graphs and Simultaneous Linear Equations
TEACHING NOTES
Suggested Approach
Students have learnt the graphs of straight lines in the form y = mx + c in Secondary One. In this chapter, this will be expanded
to cover linear equations in the form ax + by = k.

They have also learnt how to solve simple linear equations. Here, they will be learning how to solve simultaneous linear
equations, where a pair of values of x and of y satisfies two linear equations simultaneously, or at the same time. Students are
expected to know how to solve them graphically and algebraically and apply this to real-life scenarios by the end of the chapter.

Teachers can build up on past knowledge learnt by students when covering this chapter.

Section 1.1: Gradient of a Straight Line

Teachers should teach students how to take two points on the line and use it to calculate the vertical change (rise)
and horizontal change (run), and then the gradient of the straight line.

To make learning more interactive, students can explore how the graph of a straight line in the form y = mx + c
changes when either m or c varies (see Investigation: Equation of a Straight Line). Through this investigation,
students should be able to observe what happens to the line when m varies. Students should also learn how to
differentiate between lines with a positive value of m, a negative value of m and when the value of m is 0.

Section 1.2: Further Applications of Linear Graphs in Real-World Contexts

Teachers can give examples of linear graphs used in many daily situations and explain what each of the graphs
is used for. Through Worked Example 2, students will learn how the concepts of gradient and y-intercept can be
applied and about their significance in real-world contexts and hence solve similar problems.

Section 1.3: Horizontal and Vertical Lines

Teachers should bring students’ attention to the relationship between the graphs of y = mx + c where m = 0,
i.e. c units up or down parallel to the x-axis depending on whether c > 0 or c < 0. Hence, teachers can lead students to
the conclusion that the graphs of y = mx + c for various values of c are parallel and cut the y-axis at different points
corresponding to different values of c. Students also need to know that vertical lines parallel to the x-axis have the
equation x = a and how this is related to the graphs of y = mx + c.

Section 1.4: Graphs of Linear Equations in the form ax + by = k

Before students start plotting the functions, they should revise the choice of scales and labelling of scales on
both axes. Students are often weak in some of these areas. Many errors in students’ work arise from their choice
of scales. Teachers should spend some time to ensure students learn how to choose an appropriate scale. At this
stage however, the choice of scales are specified in most questions.

Section 1.5: Solving Simultaneous Linear Equations Using Graphical Method

It is important teachers state the concept clearly that the point(s) of intersection of two graphs given the
solution of a pair of simultaneous equations and this can be illustrated by solving a pair of linear
simultaneous equations and then plotting the graphs of these two linear equations to verify the results
(see Investigation: Solving Simultaneous Linear Equations Graphically)

Teachers should show clearly that a pair of simultaneous linear equations may have an infinite number of solutions
or no solution (see Class Discussion: Coincident Lines and Parallel Lines, and Thinking Time on page 66).

1 1
Section 1.6: Solving Simultaneous Linear Equations Using Algebraic Methods
The ability to solve equations is crucial to the study of mathematics. The concept of solving simultaneous linear
equations by adding or subtracting both sides of equations can be illustrated using physical examples. An example
is drawing a balance and adding or removing coins from both sides of the balance.

Some students make common errors when they are careless in the multiplication or division of both sides
of an equation and they may forget that all terms must be multiplied or divided by the same number throughout.
The following are some examples.

• x + 3y = 5 is taken to imply 2x + 6y = 5
• 5x + 15y = 14 is taken to imply x + 3y = 14, and then x = 14 – 3y

Section 1.7: Applications of Simultaneous Equations in Real-World Contexts

Weaker students may have problems translating words into simultaneous linear equations. Teachers may wish
to show more examples and allow more practice for students. Teachers may also want to group students of
varying ability together, so that the better students can help the weaker students.

Challenge Yourself
Question 1 can be solved if the Thinking Time activity on page 88 has been discussed. The simultaneous equations
1 1
in Question 2 can be converted to a familiar form by substituting x with a and y with b.

Teachers can slowly guide the students for Question 3 if they need help in forming the simultaneous equations.

For Questions 4 and 5, teachers can advise students to eliminate one unknown variable and then applying the
guess and check method which they have learnt in Primary Six.

1 2
WORKED SOLUTIONS 3.
Investigation (Equation of a Straight Line)
1
unit
1. As the value of c changes, the y-coordinate of the point of intersection 2

of the line with the y-axis changes. The coordinates of the point angle
where the line cuts the y-axis are (0, c).
1 unit
2. As the value of m increases from 0 to 5, the steepness of the line
increases. Angle of inclination = 27°
3. As the value of m decreases from 0 to –5, the steepness of the line 4. A road with a gradient of 1 is generally considered to be steep.
increases.
Teachers may wish to get students to name some roads in Pakistan
4. A line with a positive value for m slopes upwards from the left to
which they think may have an approximate gradient of 1 and to ask
the right while a line with a negative value for m slopes downwards
students how they can determine the gradients of the roads they have
from the left to the right.
named.
1
Class Discussion (Gradients of Straight Lines) 5. A road with a gradient of is generally considered to be steep.
2
y
Investigation (Gradient of a Horizontal Line)
7 1. B(–1, 2), D(4, 2)
E(2.5, 6) 2. In the line segment AC, rise = 0 and run = 3.
6
5 3. In the line segment BD, rise = 0 and run = 5.
4 rise
4. Gradient of AC =
run
3
D(1, 3) 0
2 =
3
1
=0
x rise
0 Gradient of BD =
1 2 3 run
0
3 =
(i) Gradient of DE = 5
1.5
=0
=2 \ The gradient of a horizontal line is 0.
(ii) Yes, gradient of DE = gradient of AB.
(iii) Hence, we can choose any two points on a line to find its gradient Investigation (Gradient of a Vertical Line)
because the gradient of a straight line is constant.
1. Q(3, 2), S(3, –3)
Class Discussion (Gradients in the Real World) 2. In the line segment PR, rise = 4 and run = 0.
3. In the line segment QS, rise = 5 and run = 0.
1. Angle of inclination = 45°
rise
2. 4. Gradient of PR =
run
4
=
0
= undefined
rise
2 units Gradient of QS =
run
5
=
0
\ The gradient of QS is undefined.
angle
\ The gradient of a vertical line is undefined.

1 unit
Angle of inclination = 63°

3 1
Investigation (Equation of a Horizontal Line) (v) The graph of y =
3
x–
3
coincides with the graph of
1. The gradient of the horizontal line is 0. 4 2
2. B(–2, 3), D(3, 3) 3x – 4y = 6.
3. The y-coordinates of all the four points are equal to 3. 3x – 4y = 6
4. y = 3 3x – 3x – 4y = –3x + 6 (Subtract 3x from both sides)
–4y = –3x + 6
Investigation (Equation of a Vertical Line) –4 y –3 x + 6
= (Divide both sides by – 4)
–4 –4
1. The gradient of the horizontal line is undefined. 3 3
y = x –
2. Q(2, 1), S(2, – 4) 4 2
3. The x-coordinates of all the four points are equal to 2.
4. x = 2 Investigation (Solving Simultaneous Linear Equation
Graphically)
Investigation (Graphs of ax + by = k) 1. (i) y
2x + 3y = 5
1. (i) y 3x – y = 2
3
2
10
1
5 (1, p)
B(–2, 5) A(2, –1) x
x –3 –2 –1 0 1 2 3
–2 –1 0 1 2 3 4 5 –1
–5 2x + y = 3
(q, –7) –2
–10
–3


(ii) The point A(2, –1) lies on the graph. The point B(–2, 5)
(ii) The coordinates of the point of intersection of the two graphs
does not lie on the graph.
are (1, 1).
When x = 2, 2(2) + y = 3
(iii) For 2x + 3y = 5
4 + y = 3
When x = –2, 2(–2) + 3y = 5
y = –1
y = 3
When x = –2, 2(–2) + y = 3
When x = 0, 2(0) + 3y = 5
–4 + y = 3
y = 7 ≠ 5 2
y = 1 ≠ –2
3
A(2, –1) satisfies the equation 2x + y = 3. B(–2, 5) does not
When x = 1, 2(1) + 3y = 5
satisfy the equation 2x + y = 3.
y = 1
(iii) When x = 1, y = p = 1.
When x = 2, 2(2) + 3y = 5
(iv) When y = –7, x = q = 5.
1
(v) The graph of y = –2x + 3 coincides with the graph of ≠4 y =
3
2x + y = 3.
When x = 4, 2(4) + 3y = 5
2x + y = 3
y = –1
2x – 2x + y = –2x + 3 (Subtract 2x from both sides)
For 3x – y = 2
y = –2x + 3
When x = –2, 3(–2) – y = 2
2. (i) y y = –8 ≠ 3
When x = 0, 3(0) – y = 2
4
3x – 4y = 6 y = –2
2 When x = 1, 3(1) – y = 2
(2, r) (4, 1.5)
x y = 1
–2 –1 0 1 2 3 4 5
–2 (s, –1.5) When x = 2, 3(2) – y = 2
(–2, –3) –4 y = 4
When x = 4, 3(4) – y = 2
(ii) When x = 2, y = r = 0 y = 10
(iii) When y = –1.5, x = s = 0 The pair of values satisfying both equations is x = 1, y = 1.
(iv) The coordinates of two other points are (–2, –3) and (4, 1.5). The pair of values is the same as the point of intersection of the
Other points can be used, as long as they lie on the line. two graphs.

1 4
2. (i) y Class Discussion (Coincident Lines and Parallel Lines)
1. (a) (i) y
6
4 3
3x – 4y = 10
5x + 7y = 3 2 2
3x + 3y = 3
x 1
–6 –4 –2 0 2 4 6 x+y=1
–2 x
–4 –3 –2 –1 0 1 2 3
–1
–6 –2

–3
(ii) The coordinates of the point of intersection of the two graphs

are (2, –1)
(ii) y
(iii) The pair of values of x and y that satisfies both equations are
x = 2 and y = –1. 2x + 3y = –1
1
The coordinates of the point of intersection of the two graphs
is the pair of values of x and y that satisfies both the equations.
x
–1 0 1
A coordinates that lies on one line will satisfy the equation of
20x + 30y = –10
that line. The same applies to the second line. Hence, the
–1
coordinates of the point of intersection is the same as the point
that lies on both lines and that satisfy both equations.

(iii) y
Class Discussion (Choice of Appropriate Scales for Graphs
and Accuracy of Graphs)
5
1. The graphs should look different to students who have used different x – 2y = 5

scales in both axes. x

–5 0 5
Teachers should remind students to make a table of values, with at
least 3 points, so as to construct the graph of a linear equation.
–5
Though two points are sufficient to draw a straight line, the third
point will act as a check for the accuracy of the straight line. 5x – 10y = 25

It is likely that most students will use 1 cm to 1 unit for both scales.
(b) The graphs of each pair of simultaneous equations are a pair
For the better students, prompt them to experiment with other scales,
of lines that coincide.
such as 2 cm to 1 unit, 4 cm to 1 unit or 5 cm to 1 unit.
(c) Yes, each pair of simultaneous equations has solutions.
2. (i) y = 2.9
The solutions are all the points that lie on the line.
(ii) x = –0.6
2. (a) (i) y
If students use 1 cm to 1 unit for both scales, they would discover
that the point in (i) lies between squares on the graph paper.
5
3. By substituting the given value into the linear equation, one can x+y=1 3x + 3y = 15
check for the accuracy of the answers.
4. Use a larger scale (from 1 cm to 1 unit to 2 cm to 1 unit) and redraw x
–5 0 5
the graph.
–5

5 1
 (ii) y Thinking Time (Page 36)
13x – 6y = 20 — (1)
3
7x + 4y = 18 — (2)
2
7 × (1): 91x – 42y = 140 — (3)
1
13 × (2): 91x + 52y = 234 — (4)
x (3) – (4):
–3 –2 –1 0 1 2 3
–1 (91x – 42y) – (91x + 52y) = 140 – 234
20x + 30y = –40 2x + 3y = –1
–2 –94y = –94
–3 y = 1
Substitute y = 1 into (1): 13x – 61(1) = 20
(iii) y 13x = 26
x = 2
5 \ The solution is x = 2 and y = 1.
No. it is not easier to eliminate x first as the LCM of 13 and 7 is larger
x – 2y = 5
x than 12.
–5 0 5
Thinking Time (Page 38)
–5

5x – 10y = 30 7x – 2y = 21 — (1)
4x + y = 57 — (2)
(b) The graphs of each pair of simultaneous equations are a pair of 57 – y
From (2), x = — (3)
parallel lines. 4
(c) No, each pair of simultaneous equations does not have any Substitute (3) into (1):
solution since they do not intersect and have any point of 57 – y
– 2y = 21
intersection. 4
7(57 – y) – 8y = 84
Thinking Time (Page 31) 399 – 7y – 8y = 84
15y = 315
(a) A pair of simultaneous equations where one equation can be obtained y = 21
from the other equation through multiplication or division, that is, 57 – 21
both equations are equivalent, has infinitely many solutions. Substitute y = 21 into (3): x =
4
(b) A pair of simultaneous equations where one equation can be =9
contradicted by the other equation has no solution. \ The solution is x = 9 and y = 21.

If x is made the subject of equation (1) or (2), we will get the same
Besides the equations in the Class Discussion on the same page,
solution. Making y as the subject of equation is easier since algebraic
teachers may wish to ask students to come up with their own pairs
fractions will not be introduced then.
of simultaneous equations with infinitely many solutions or no
solutions.
Thinking Time (Page 39)
Thinking Time (Page 33) 2x + y = 6 — (1)

The solutions to a linear equation in two variables are the set of x values 1
x = 1 – y — (2)
2
and y values that satisfy the linear equation. There are infinitely many
2 × (2): 2x = 2 – y
solutions for all real values of x and y.
2x + y = 2 — (3)
For example, the solutions to the equation 2x + y = 13 is the set
Comparing (1) and (3), we notice that the gradients of the 2 equations
{(x, y): 2x + y = 13}. Some solutions in the set are (1, 11), (2, 9),
are the same but with different constants; i.e. they are parallel lines with
(3, 7) etc.
no solution.

1 6
Thinking Time (Page 43) 6
Gradient =
4
Let the smaller number be x. Then the greater number is 67 – x.
3
\ (67 – x) – x = 3 =
2
67 – 2x = 3 1
2x = 64 =1
2
\ x = 32 (d) y
Greater number = 67 – 32
= 35 14 (2, 14)
The two numbers are 32 and 35. 12
10
Practice Now 1
8
(a) y 6
4
14 (4, 14) (4, 2)
2
12 x
0 1 2 3 4
10
8 12
Gradient = –
6
2
= –6
4
2
(0, 2) Practise Now 2
x
0
1 2 3 4 (a) Time taken for the technician to repair each computer = 20 minutes
(b) Distance between the technician’s workshop and his first customer
12
Gradient = = 9 km
4
=3 9
(c) (i) Gradient of OA =
y 10
(b)
9
The average speed of the technician was km/min.
(0, 4) 10
4
(ii) Gradient of AB = 0
The average speed of the technician was 0 km/min.
2 4
(iii) Gradient of BC = –
5
(8, 0)
x 4
0 2 4 6 8 The average speed of the technician was km/min.
5
(iv) Gradient of CD = 0
4
Gradient = – The average speed of the technician was 0 km/min.
8
1 5
=– (v) Gradient of DE = –
2 7
(c) y 5
The average speed of the technician was km/min.
7
3
(4, 3) Practise Now (Page 21)
2
1 (a) Line 1: y = 1
x Line 2: y = –3.5
0 1 2 3 4
–1
–2
–3
(0, –3)

7 1
(b) (b)
y
y
3x + y = 1
4
6
3
(i) y = 2 5
2 (c)
Line 1 4
1
(ii) y = 0 3
x
–3 –2 –1 0 1 2 3 4 2
–1
1
–2
x
–3 Line 2 –2 –1 0 1 2
–1 (d)(i) y = –0.5
–4
–2
The lines are horizontal. The y-coordinates of all the points on the –3
lines are a constant. –4
–5 Scale: x-axis: 4 cm to 1 unit
y-axis: 1 cm to 1 unit
Practise Now (Page 23)
(c) From the graph in (b),
(a) Line 1: x = 4
When x = –1,
Line 2: x = –1.2
q=y=4
(b) y (ii) x = 0
Line 2 Line 1
(d) (ii) x-coordinate = 0.5
4
(i) x = –3.5 Practise Now 4
3
2 1. x + y = 3
1 x 0 2 4
x y 3 1 –1
–4 –3 –2 –1 0 1 2 3 4
–1 3x + y = 5
–2 x 0 2 4
–3 y 5 –1 –7
y
The lines are vertical. The x-coordinates of all the points on the lines
are a constant. 6
4
Practise Now 3 (1, 2)
2
(a) When x = –2, y = p, x
3(–2) + p = 1 –1 0 1 2 3 4 5
–2
–6 + p = 1 x+y=3
–4
\ p = 7
–6
–8
3x + y = 5

Scale:
x-axis: 1 cm to 1 unit
y-axis: 1 cm to 2 units

The graphs intersect at the point (1, 2).

\ The solution is x = 1 and y = 2.

1 8
2. 7x – 2y + 11 = 0 (c) 13x + 9y = 4 — (1)
x –2 0 2 17x – 9y = 26 — (2)
(1) + (2):
y –1.5 5.5 12.5
(13x + 9y) + (17x – 9y) = 4 + 26
6x + y + 4 = 0
13x + 9y + 17x – 9y = 30
x –2 0 2 30x = 30
y 8 –4
 
–16 x = 1
Substitute x = 1 into (1):
y
7x – 2y + 11 = 0
13(1) + 9y = 4
13 + 9y = 4
15
9y = –9
10
y = –1
5
(–1, 2) \ The solution is x = 1 and y = –1.
x (d) 4x – 5y = 17 — (1)
–3 –2 –1 0 1 2 3
–5 x – 5y = 8 — (2)
–10
6x + y + 4 = 0 (1) – (2):
–15 (4x – 5y) – (x – 5y) = 17 – 8
4x – 5y – x + 5y = 9
Scale:
x-axis: 1 cm to 1 unit 3x = 9
y-axis: 1 cm to 5 units x = 3
Substitute x = 3 into (2):
The graphs intersect at the point (–1, 2). 3 – 5y = 8
\ The solution is x = –1 and y = 2. –5y = 5
y = –1
Practise Now 5 \ The solution is x = 3 and y = –1.
1. (a)   x – y = 3 — (1) 2. 3x – y + 14 = 0  — (1)
4x + y = 17 — (2)  2x + y + 1 = 0  — (2)
(2) + (1): (1) + (2):
(4x + y) + (x – y) = 17 + 3 (3x – y + 14) + (2x + y + 1) = 0 + 0
4x + y + x – y = 20 3x – y + 14 + 2x + y + 1 = 0
5x = 20 5x + 15 = 0
x = 4 5x = –15
Substitute x = 4 into (2): x = –3
4(4) + y = 17 Substitute x = –3 into (2):
16 + y = 17 2(–3) + y + 1 = 0
y = 1 y – 5 = 0
\ The solution is x = 4 and y = 1. y = 5
(b) 7x + 2y = 19 — (1) \ The solution is x = –3 and y = 5.
7x + 8y = 13 — (2)
(2) – (1): Practise Now 6
(7x + 8y) – (7x + 2y) = 13 – 19 (a) 2x + 3y = 18 — (1)
7x + 8y – 7x – 2y = –6  3x – y = 5 — (2)
6y = –6 3 × (2): 9x – 3y = 15 — (3)
y = –1 (1) + (3):
Substitute y = –1 into (1): (2x + 3y) + (9x – 3y) = 18 + 15
7x + 2(–1) = 19 2x + 3y + 9x – 3y = 33
7x – 2 = 19 11x = 33
7x = 21 x = 3
x = 3 Substitute x = 3 into (2):
\ The solution is x = 3 and y = –1. 3(3) – y = 5
9 – y = 5
y = 4
\ The solution is x = 3 and y = 4.

9 1
(b) 4x + y = 11 — (1) 1 x y
× (1): – = 2 — (3)
3x + 2y = 7 — (2) 2 4 6
(2) – (3):
2 × (1): 8x + 2y = 22 — (3)
(3) – (2): 2 y x y 1
x– – – =3 –2
5 6 4 6 2
(8x + 2y) – (3x + 2y) = 22 – 7
2 y x y 1
8x + 2y – 3x – 2y = 15 x– – + = 1
5 6 4 6 2
5x = 15
3 1
x = 3 x = 1
20 2
Substitute x = 3 into (1): x = 10
4(3) + y = 11 Substitute x = 10 into (1):
12 + y = 11 10 y
y = –1 – = 4
2 3
\ The solution is x = 3 and y = –1. y
5 – = 4
3
Practise Now 7 y
= 1
3
(a) 9x + 2y = 5 — (1)
y = 3
7x – 3y = 13 — (2)
\ The solution is x = 10 and y = 3.
3 × (1): 27x + 6y = 15 — (3)
Method 2:
2 × (2): 14x – 6y = 26 — (4)
x y
(3) + (4): – = 4 — (1)
2 3
(27x + 6y) + (14x – 6y) = 15 + 26
2 y 1
27x + 6y + 14x – 6y = 41 x – = 3 — (2)
5 6 2
41x = 41 30 × (1): 15x – 10y = 120 — (3)
x = 1 60 × (2): 24x – 10y = 210 — (4)
Substitute x = 1 into (1): (4) – (3):
9(1) + 2y = 5 (24x – 10y) – (15x – 10y) = 210 – 120
9 + 2y = 5 24x – 10y – 15x + 10y = 90
2y = –4 9x = 90
y = –2 x = 10
\ The solution is x = 1 and y = –2. Substitute x = 10 into (3):
(b) 5x – 4y = 17 — (1) 15(10) – 10y = 120
2x – 3y = 11  — (2) 150 – 10y = 120
2 × (1): 10x – 8y = 34 — (3) –10y = –30
5 × (2): 10x – 15y = 55 — (4) y = 3
(3) – (4): \ The solution is x = 10 and y = 3.
(10x – 8y) – (10x – 15y) = 34 – 55
10x – 8y – 10x + 15y = –21 Practise Now 9
7y = –21
3y – x = 7 — (1)
y = –3
2x + 3y = 4 — (2)
Substitute y = –3 into (2):
From (1), x = 3y – 7  — (3)
2x – 3(–3) = 11
Substitute (3) into (2):
2x + 9 = 11
2(3y – 7) + 3y = 4
2x = 2
6y – 14 + 3y = 4
x = 1
9y = 18
\ The solution is x = 1 and y = –3.
y = 2
Substitute y = 2 into (3):
Practise Now 8
x = 3(2) – 7
Method 1: = –1
x y \ The solution is x = –1 and y = 2.
– = 4 — (1)
2 3
2 y 1
x– = 3 — (2)
5 6 2

1 10
Practise Now 10 Substitute (3) into (1):
3x + 2(–2x) = 3
3x – 2y = 8 — (1)
3x – 4x = 3
4x + 3y = 5 — (2)
x = –3
From (1), 3x = 2y + 8
Substitute x = –3 into (3):
2y + 8
x = — (3) y = –2(–3)
3
= 6
Substitute (3) into (2):
\ The solution is x = –3 and y = 6.
2y + 8
4 + 3y = 5
3
4(2y + 8) + 9y = 15 Practise Now 12
8y + 32 + 9y = 15 1. Let the smaller number be x and the greater number be y.
17y + 32 = 15 x + y = 36 — (1)
17y = –17 y – x = 9 — (2)
y = –1 (1) + (2):
Substitute y = –1 into (3): 2y = 45
2(–1) + 8   y = 22.5
x =
3 Substitute y = 22.5 into (1):
=2 x + 22.5 = 36
\ The solution is x = 2 and y = –1. x = 13.5
\ The two numbers are 13.5 and 22.5.
Practise Now 11 2. Let the smaller angle be x and the greater angle be y.
x –1 2 1
(a) = — (1) (x + y) = 60° — (1)
y–3 3 3
x–2 1 1
= — (2) (y – x) = 28° — (2)
y –1 2 4
From (1), 3 × (1): x + y = 180° — (3)
3(x – 1) = 2(y – 3) 4 × (2): y – x = 112° — (4)
3x – 3 = 2y – 6 (3) + (4):
3x – 2y = –3 — (3) 2y = 292°
From (2),   y = 146°
2(x – 2) = y – 1 Substitute y = 146° into (3):
2x – 4 = y – 1 x + 146° = 180°
y = 2x – 3 — (4) x = 34°
Substitute (4) into (3): \ The two angles are 34° and 146°.
3x – 2(2x – 3) = –3 3. x + y + 2 = 2x + 1 — (1)
3x – 4x + 6 = –3 2y = x + 2 — (2)
–x + 6 = –3 From (1),
x = 9 y = x – 1 — (3)
Substitute x = 9 into (4): Substitute (3) into (2):
y = 2(9) – 3 2(x – 1) = x + 2
= 15 2x – 2 = x + 2
\ The solution is x = 9 and y = 15. x = 4
(b) 3x + 2y = 3 — (1) Substitute x = 4 into (3):
1 3 y = 4 – 1
= — (2)
x+y x + 2y = 3
From (2), Length of rectangle = 2(4) + 1
x + 2y = 3(x + y) = 9 cm
= 3x + 3y Breadth of rectangle = 2(3)
y = –2x  — (3) = 6 cm
Perimeter of rectangle = 2(9 + 6)
= 30 cm
\ The perimeter of the rectangle is 30 cm.

11 1
Practise Now 13 2. Let the amount an adult has to pay be $x and the amount a child has
to pay be $y.
Let the numerator of the fraction be x and its denominator be y,
11x + 5y = 280 — (1)
x
i.e. let the fraction be . 14x + 9y = 388 — (2)
y
x +1 9 × (1): 99x + 45y = 2520 — (3)
4
= — (1) 5 × (2): 70x + 45y = 1940 — (4)
y+1 5
x–5 1 (3) – (4):
= — (2) (99x + 45y) – (70x + 45y) = 2520 – 1940
y–5 2
From (1), 29x = 580
5(x + 1) = 4(y + 1) x = 20
5x + 5 = 4y + 4 Substitute x = 20 into (1):
5x – 4y = –1 — (3) 11(20) + 5y = 280
From (2), 220 + 5y = 280
2(x – 5) = y – 5 5y = 60
2x – 10 = y – 5 y = 12
y = 2x – 5 — (4) Total amount a family of 2 adults and 3 children have to pay
Substitute (4) into (3): = $(2x + 3y)
5x – 4(2x – 5) = –1 = $[2(20) + 3(12)]
5x – 8x + 20 = 1 = $76
–3x = –21 \ The family has to pay $76.
x = 7
Substitute x = 7 into (4): Practise Now 15
y = 2(7) – 5 Let the tens digit of the original numer be x and its ones digit be y.
=9 Then the original number is 10x + y, the number obtained when the digits
7 of the original number are reversed is 10y + x.
\ The fraction is .
9
x + y = 11 — (1)
10x + y – (10y + x) = 9 — (2)
Practise Now 14
From (2),
1. Let the present age of Kate be x years and that of Kate’s father be 10x + y – 10y – x = 9
y years. 9x – 9y = 9
Then in 5 years’ time, Kate’s father will be (y + 5) years old and x – y = 1 — (3)
Kate will be (x + 5) years old. (1) + (3):
4 years ago, Kate’s father was (y – 4) years old and and Kate was 2x = 12
(x – 4) years old.   x = 6
y + 5 = 3(x + 5) — (1) Substitute x = 6 into (1):
y – 4 = 6(x – 4) — (2) 6 + y = 11
From (1), y = 5
y + 5 = 3x + 15 \ The original number is 65.
y = 3x + 10  — (3)
Substitute (3) into (2): Exercise 1A
3x + 10 – 4 = 6(x – 4)
1. Gradient of Line 1 = 0
= 6x – 24
The Gradient of Line 2 is undefined.
3x = 30
x = 10
Substitute x = 10 into (3):
y = 3(10) + 10
= 40
\ Kate’s present age is 10 years and Kate’s father’s present age
is 40 years.

1 12
2. (a) y (e) y

3 (3, 3) 6 (2, 6)
2 5
1 4
(0, 0)
x 3
0 1 2 3 (0, 3)
2

3 1
m=
3 x
0 1 2 3
=1
c = 0 3
(b) y
m=
2
1
=1
3
(4, 3) 2
2 c = 3
1 (f) y

x
0 1 2 3 4 3 (0, 3)
–1
(0, –1)
2
1
4
m = (2, 0)
4 x
0 1 2 3
=1
c = –1 3

m=–
(c) y 2
1
= –1
2
8 (0, 8)
c = 3
6
(g) y
4
2
(4, 0) 4 (0, 4)
x
0 2 4 6 8 3
2
8

m=– 1
4 (3, 0)
x
= –2 0 1 2 3
c = 8
4
(d) y
m=–
3
1
= –1
(–2, 3) 3 3
2 c = 4
1 (h) y

x
–3 –2 –1 0 4 (0, 4)
–1
–2 3
(0, –3) 2
–3
1
(–5, 0)
6 x

m=– –5 – 4 –3 –2 –1 0
2
= –3 4

m=
c = –3 5

c = 4

13 1
 (i) y 4. Gradient of Line 1 = 0
Gradient of Line 2 = gradient of Line 5
6 = –3
4 The slope of Line 3 is undefined.
2 Gradient of Line 4 = gradient of Line 6
(4, 0)
x 1
0 =
2 4 6 8 2
–2
–4
Exercise 1B
–6
(0, –6) 1. (a) Khairul left home at 1000 hours.

(b) Distance Khairul travelled before he reached the cafeteria
6

m= = 50 km
4
1 50
=1 (c) (i) Gradient of OA =
2 1
c = –6 = 50
(j) y Khairul’s average speed was 50 km/h.
(ii) Gradient of AB = 0
(0, 4) Khairul’s average speed was 0 km/h.
4
30
(iii) Gradient of BC =
1
2
2
(8, 0) = 60
x Khairul’s average speed was 60 km/h.
0 2 4 6 8
2. (a) Distance between Ethan’s home and the post office = 40 km
4 (b) Total time Ethan stayed at the post office and at the hawker

m=–
8 centre
1
=– 1
2 =1+
2
c = 4
1
3. y = 1 hours
2
40
(c) (i) Gradient of OA =
4 2
(–5, 3)
3 (0.5, 2.5) = 20
Line 1 Ethan’s average speed was 20 km/h.
2
Line 3
Line 2 Line 5 20
1 (ii) Gradient of BC = –
(–3, 1) (–1, 1) Line 4 1
x 1
–5 – 4 –3 –2 –1 0 1 2 3 2
–1 1
= –13
–2 3
(2.5, –2.5)
(0.5, –2.5) 1
Ethan’s average speed was 13 km/h.
2 3
Gradient of Line 1 = – 20
2 (iii) Gradient of DE = –
1
= –1
= –20
Gradient of Line 2 = 0
Ethan’s average speed was 20 km/h.
1.5
Gradient of Line 3 =
1.5
=1
5
Gradient of Line 4 = –
2
1
= –2
2
The gradient of Line 5 is undefined.

1 14
Exercise 1C (b) y

1. (a) Line 1: y = 6
5
Line 2: y = –2
(b) y
4
(d)(ii)
Line 1
6
5 3
1
4 (ii) y = 3
2 (d)(i) x = 3
3 2

2
–x + 2y = 4
1 1
(c)
x
–3 –2 –1 0 1 2 3
-1 x
–5 –4 –3 –2 –1 0 1 2 3 4 5
Line 2
-2
(i) y = –3 –1
-3
Scale: x-axis: 1 cm to 1 unit

y-axis: 2 cm to 1 unit
The lines are horizontal. The y-coordinates of all the points on
the lines are a constant. (c) From the graph in (b),
2. (a) Line 1: x = 0.5 When y = 0.5,
Line 2: x = –2 r = x = –3
(b) y 1
Line 1 (d) (ii) y-coordinate = 3
Line 2 2
(ii) x = –2
1 4 (i) x = 1 4. (a) –2x + y = –3
2
3 x –1 0 2
2 y –5 –3 1
1 (b)
y
x
–3 –2 –1 0 1 2 –2x + y = –3
-1 1
-2
-3 x
–1 0 1

The lines are vertical. The x-coordinates of all the points on the
–1
lines are a constant. (c)(i) y = –1
3. (a) When x = –5, y = p,
–(–5) + 2p = 4 –2
5 + 2p = 4
2p = –1 –3
1
p = –
2 –4
When x = 5, y = q,
–5 + 2q = 4
–5
2q = 9 Scale: x-axis: 4 cm to 1 unit
1 y-axis: 2 cm to 1 unit
q = 4
2
1 1 (c) (ii) Area of trapezium
\ p = – , q = 4
2 2 1 1
= × 1 + 1 ×× 11
2 2
1
= 1 units2
4

15 1
Exercise 1D (c) 3x – 2y = 7

1. (a) 3x – y = 0 x –1 1 5

x –2 2 4 y –5 –2 4
2x + 3y = 9
y –6 6 12
2x – y = 1 x –3 0 3

x –2 2 4 y 5 3 1

y –5 3 7
y
y 2x + 3y = 9
6
3x – 2y = 7
15 4
3x – y = 0
10 2
(3, 1)
5 x
2x – y = 1 –4 –2 0 2 4 6
x –2
–2 –1 0 1 2 3 4
–5 –4
(–1, –3)
–6
Scale:
x-axis: 1 cm to 1 unit
y-axis: 1 cm to 5 units Scale:
x-axis: 1 cm to 2 units
y-axis: 1 cm to 2 units
The graphs intersect at the point (–1, –3).
\ The solution is x = –1 and y = –3. The graphs intersect at the point (3, 1).
(b) x – y = –3 \ The solution is x = 3 and y = 1.
x –4 –2 0 (d) 3x + 2y = 4
y –1 1 3 x –2 2 4
x – 2y = –1 y 5 –1 – 4
x –3 –1 1 5x + y = 2
y –1 0 1 x –1 1 2
y 7 –3 –8
y
y
4
x – y = –3 x – 2y = –1
2 8
x 6
–5 –4 –3 –2 –1 0 1
–2 4
(–5, –2) (0, 2)
–4 2
x
–2 –1 0 1 2 3 4
Scale:
x-axis: 1 cm to 1 unit –2 3x + 2y = 4
y-axis: 1 cm to 2 units –4
5x + y = 2
The graphs intersect at the point (–5, –2). –6
\ The solution is x = –5 and y = –2.

Scale:
x-axis: 1 cm to 1 unit
y-axis: 1 cm to 2 units

The graphs intersect at the point (0, 2).

\ The solution is x = 0 and y = 2.

1 16
 (e) 2x + 5y = 25 2. (a) x + 4y – 12 = 0
x 0 5 10 x – 4 0 8
y 5 3 1 y 4 3 1
3x – 2y = 9 4x + y – 18 = 0
x 1 3 7 x 2 3 6
y –3 0 6 y 10 6 –6

y y

3x – 2y = 9
6 10
x + 4y – 12 = 0
4 5 (4, 2)
(5, 3)
2 2x + 5y = 25 x
–4 –2 0 2 4 6 8
x –5
0 2 4 6 8 10
–2 –10
4x + y – 18 = 0
–4
Scale:
x-axis: 1 cm to 2 units
Scale:
x-axis: 1 cm to 2 units y-axis: 1 cm to 5 units
y-axis: 1 cm to 5 units
The graphs intersect at the point (4, 2).
The graphs intersect at the point (5, 3). \ The solution is x = 4 and y = 2.
\ The solution is x = 5 and y = 3. (b) 3x + y – 2 = 0
(f) 3x – 4y = 25 x –2 0 2
x –1 3 7 y 8 2 – 4
y –7 –4
 
–1 2x – y – 3 = 0
4x – y = 16 x –2 0 2
x 0 4 6 y –7 –3 1
y –16 0 8
y

y 10
3x – 4y = 25 5 2x – y – 3 = 0
10 (1, –1)
x
5 –2 –1 0 1 2 3
4x – y = 16
x –5
–2 0 2 4 6 8
–5 –10 3x + y – 2 = 0
(3, –4)

–10
Scale:
x-axis: 1 cm to 1 unit
–15
y-axis: 1 cm to 5 units

Scale:
x-axis: 1 cm to 2 units The graphs intersect at the point (1, –1).
y-axis: 1 cm to 5 units \ The solution is x = 1 and y = –1.

The graphs intersect at the point (3, – 4).

\ The solution is x = 3 and y = – 4.

17 1
 (c) 3x – 2y – 13 = 0 (ii)
x –1 1 3 y
y –8 –5 –2
20
2x + 2y = 0
16 y = 2x + 9
x –2 0 2
12
y 2 0 –2
8 1
y y= x+2
4 4
(–4, 1)
2 x
3x – 2y – 13 = 0 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4
x –4
–2 –1 0 1 2 3 4
–2
Scale: x-axis: 1 cm to 1 unit
–4 y-axis: 1 cm to 4 units
(2.6, –2.6)

–6 2x + 2y = 0
1
(b) (i) y = x + 2
4
Scale:
x-axis: 1 cm to 1 unit x – 8 0 4
y-axis: 1 cm to 2 units y 0 2 3

The graphs intersect at the point (2.6, –2.6). (c) 2x – y = –9 — (1)

\ The solution is x = 2.6 and y = –2.6. x – 4y = –8 — (2)
(d) 2x + 4y + 5 = 0 From (1), y = 2x + 9
From (2), 4y = x + 8
x –4.5 –2.5 –0.5
1
y 1 0 –1 x+2
y =
4
–x + 5y + 1 = 0 From (a)(ii), the graphs intersect at the point (– 4, 1).
x –4 3.5 6 \ The solution is x = –4 and y = 1.
y –1 0.5 1 4. (a) x + 2y = 3
x –3 1 3
y
–x + 5y + 1 = 0 y 3 1 0
1 2x + 4y = 6
x –3 1 3
x
–5 0 5 y 3 1 0
(1.5, –0.5)
y
–1
2x + 4y + 5 = 0 2x + 4y = 6
3
Scale:
x-axis: 2 cm to 5 units
x + 2y = 3 2
y-axis: 2 cm to 1 unit
1
The graphs intersect at the point (1.5, –0.5). x
\ The solution is x = 1.5 and y = –0.5. 0
–3 –2 –1 1 2 3
3. (a) (i) y = 2x + 9 Scale:
x-axis: 1 cm to 1 unit
x –8 0 4 y-axis: 1 cm to 1 unit
y –7 9 17
The graphs of each pair of simultaneous equations are identical.
The simultaneous equations have an infinite number of solutions.

1 18
 (b) 4x + y = 2 (d) 2y + x = 4
x –2 0 2 x –2 0 2
y 10 2 –6 y 3 2 1
4x + y = –3 2y + x = 6
x –2 0 2 x –2 0 2
y 5 –3 –11 y 4 3 2
y
y
4x + y = 2
10
4
5
3
4x + y = –3 2y + x = 6
x 2y + x = 4
–3 –2 –1 0 1 2 3 2
–5
1
–10
x
–3 –2 –1 0 1 2 3
Scale:
x-axis: 1 cm to 1 unit
Scale:
x-axis: 1 cm to 1 unit
y-axis: 1 cm to 5 units
y-axis: 1 cm to 1 unit
The graphs of each pair of simultaneous equations are parallel
The graphs of each pair of simultaneous equations are parallel
and have no intersection point.
and have no intersection point.
The simultaneous equations have no solution.
The simultaneous equations have no solution.
(c) 2y – x = 2
5. (a) y = 3 – 5x
x –2 0 2
x –1 0 1
y 0 1 2
y 8 3 –2
4y – 2x = 4
5x + y – 1 = 0
x –2 0 2
x –1 0 1
y 0 1 2
y 6 1 – 4
y
y
3
2y – x = 2 10
2
4y – 2x = 4 5 y = 3 – 5x
1
x
x –1 0 1
–3 –2 –1 0 1 2 3 –5
5x + y – 1 = 0

Scale:
x-axis: 1 cm to 1 unit
Scale:
x-axis: 2 cm to 1 unit
y-axis: 1 cm to 1 unit
y-axis: 1 cm to 5 units
The graphs of each pair of simultaneous equations are identical.
The graphs of each pair of simultaneous equations are parallel
The simultaneous equations have an infinite number of solutions.
and have no intersection point.
The simultaneous equations have no solutions.

19 1
 (b) 3y + x = 7 Substitute x = 1 into (1):
x –5 –2 4 11(1) + 4y = 12
11 + 4y = 12
y 4 3 1
4y = 1
15y = 35 – 5x
1
x –5 –2 4 y =
4
y 4 3 1 1
\ The solution is x = 1 and y = .
4
y
(d) 4y + x = 11 — (1)
3y – x = 3 — (2)
4
(1) + (2):
3
15y = 35 – 5x (4y + x) + (3y – x) = 11 + 3
2
3y + x = 7 4y + x + 3y – x = 14
1 7y = 14
x y = 2
–6 –4 –2 0 2 4 6
Substitute y = 2 into (1):
Scale:
x-axis: 1 cm to 2 units 4(2) + x = 11
y-axis: 1 cm to 1 unit 8 + x = 11
x = 3
The graphs of each pair of simultaneous equations are identical.
\ The solution is x = 3 and y = 2.
The simultaneous equations have an infinite number of solutions.
(e) 3x + y = 5  — (1)
  x + y = 3  — (2)
Exercise 1E
(1) – (2):
1. (a) x + y = 16 — (1) (3x + y) – (x + y) = 5 – 3
x – y = 0 — (2) 3x + y – x – y = 2
(1) + (2): 2x = 2
(x + y) + (x – y) = 16 + 0 x = 1
x + y + x – y = 16 Substitute x = 1 into (2):
2x = 16 1 + y = 3
x = 8 y = 2
Substitute x = 8 into (1): \ The solution is x = 1 and y = 2.
8 + y = 16 (f) 2x + 3y = 5 — (1)
y = 8 2x + 7y = 9 — (2)
\ The solution is x = 8 and y = 8. (2) – (1):
(b) x – y = 5 — (1) (2x + 7y) – (2x + 3y) = 9 – 5
x + y = 19 — (2) 2x + 7y – 2x – 3y = 4
(2) + (1): 4y = 4
(x + y) + (x – y) = 19 + 5 y = 1
x + y + x – y = 24 Substitute y = 1 into (1):
2x = 24 2x + 3(1) = 5
x = 12 2x + 3 = 5
Substitute x = 12 into (2): 2x = 2
12 + y = 19 x = 1
y = 7 \ The solution is x = 1 and y = 1.
\ The solution is x = 12 and y = 7.
(c) 11x + 4y = 12 — (1)
  9x – 4y = 8 — (2)
(1) + (2):
(11x + 4y) + (9x – 4y) = 12 + 8
11x + 4y + 9x – 4y = 20
20x = 20
x = 1

1 20
 (g) 7x – 3y = 15 — (1) Substitute c = 2 into (2):
11x – 3y = 21 — (2) 3(2) + 2d = 7
(2) – (1): 6 + 2d = 7
(11x – 3y) – (7x – 3y) = 21 – 15 2d = 1
11x – 3y – 7x + 3y = 6 1
d =
4x = 6 2
1 1
x = 1 \ The solution is c = 2 and d = .
2 2
1 (k) 3f + 4h = 1 — (1)
Substitute x = 1 into (1):
2 5f – 4h = 7 — (2)
1 (1) + (2):
7 1 – 3y = 15
2 (3f + 4h) + (5f – 4h) = 1 + 7
1 3f + 4h + 5f – 4h = 8
10 – 3y = 15
2 8f = 8
1 f = 1
3y = –4
2 Substitute f = 1 into (1):
1 3(1) + 4h = 1
y = –1
2
3 + 4h = 1
1 1
\ The solution is x = 1 and y = –1 . 4h = –2
2 2
(h)
3y – 2x = 9 — (1) 1
h = –
2
2y – 2x = 7 — (2)
1
(1) – (2): \ The solution is f = 1 and h = – .
2
(3y – 2x) – (2y – 2x) = 9 – 7
(l) 6j – k = 23 — (1)
3y – 2x – 2y + 2x = 2
3k + 6j = 11 — (2)
y = 2
(2) – (1):
Substitute y = 2 into (1):
(3k + 6j) – (6j – k) = 11 – 23
3(2) – 2x = 9
3k + 6j – 6j + k = –12
6 – 2x = 9
4k = –12
2x = –3
k = –3
1 Substitute k = –3 into (2):
x = –1
2
3(–3) + 6j = 11
1
\ The solution is x = –1 and y = 2. –9 + 6j = 11
2
6j = 20
(i) 3a – 2b = 5 — (1)
2b – 5a = 9 — (2) 1
j = 3
3
(1) + (2):
1
(3a – 2b) + (2b – 5a) = 5 + 9 \ The solution is j = 3 and k = –3.
3
3a – 2b + 2b – 5a = 14
2. (a) 7x – 2y = 17 — (1)
–2a = 14
3x + 4y = 17 — (2)
a = –7
2 × (1): 14x – 4y = 34 — (3)
Substitute a = –7 into (2):
(3) + (2):
2b – 5(–7) = 9
(14x – 4y) + (3x + 4y) = 34 + 17
2b + 35 = 9
14x – 4y + 3x + 4y = 51
2b = –26
17x = 51
b = –13
x = 3
\ The solution is a = –7 and b = –13.
Substitute x = 3 into (2):
(j) 5c – 2d = 9 — (1)
3(3) + 4y = 17
3c + 2d = 7 — (2)
9 + 4y = 17
(1) + (2):
4y = 8
(5c – 2d) + (3c + 2d) = 9 + 7
y = 2
5c – 2d + 3c + 2d = 16
\ The solution is x = 3 and y = 2.
8c = 16
c = 2

21 1
 (b) 16x + 5y = 39 — (1) (f) 9x – 5y = 2 — (1)
4x – 3y = 31 — (2) 3x – 4y = 10 — (2)
4 × (2): 16x – 12y = 124 — (3) 3 × (2): 9x – 12y = 30 — (3)
(1) – (3): (1) – (3):
(16x + 5y) – (16x – 12y) = 39 – 124 (9x – 5y) – (9x – 12y) = 2 – 30
16x + 5y – 16x + 12y = –85 9x – 5y – 9x + 12y = –28
17y = –85 7y = –28
y = –5 y = – 4
Substitute y = –5 into (2): Substitute y = – 4 into (2):
4x – 3(–5) = 31 3x – 4(–  4) = 10
4x + 15 = 31 3x + 16 = 10
4x = 16 3x = –6
x = 4 x = –2
\ The solution is x = 4 and y = –5. \ The solution is x = –2 and y = –  4.
(c) x + 2y = 3 — (1) 3. (a) 7x – 3y = 18 — (1)
3x + 5y = 7 — (2) 6x + 7y = 25 — (2)
3 × (1): 3x + 6y = 9 — (3) 7 × (1): 49x – 21y = 126 — (3)
(3) – (2): 3 × (2): 18x + 21y = 75 — (4)
(3x + 6y) – (3x + 5y) = 9 – 7 (3) + (4):
3x + 6y – 3x – 5y = 2 (49x – 21y) + (18x + 21y) = 126 + 75
y = 2 49x – 21y + 18x + 21y = 201
Substitute y = 2 into (1): 67x = 201
x + 2(2) = 3 x = 3
x + 4 = 3 Substitute x = 3 into (2):
x = –1 6(3) + 7y = 25
\ The solution is x = –1 and y = 2. 18 + 7y = 25
(d) 3x + y = –5 — (1) 7y = 7
7x + 3y = 1 — (2) y = 1
3 × (1): 9x + 3y = –15 — (3) \ The solution is x = 3 and y = 1.
(3) – (2): (b) 4x + 3y = –5 — (1)
(9x + 3y) – (7x + 3y) = –15 – 1 3x – 2y = 43 — (2)
9x + 3y – 7x – 3y = –16 2 × (1): 8x + 6y = –10 — (3)
2x = –16 3 × (2): 9x – 6y = 129 — (4)
x = –8 (3) + (4):
Substitute x = –8 into (1): (8x + 6y) + (9x – 6y) = –10 + 129
3(–8) + y = –5 8x + 6y + 9x – 6y = 119
–24 + y = –5 17x = 119
y = 19 x = 7
\ The solution is x = –8 and y = 19. Substitute x = 7 into (1):
(e) 7x – 3y = 13 — (1) 4(7) + 3y = –5
2x – y = 3 — (2) 28 + 3y = –5
3 × (2): 6x – 3y = 9 — (3) 3y = –38
(1) – (3): y = –11
(7x – 3y) – (6x – 3y) = 13 – 9 \ The solution is x = 7 and y = –11.
7x – 3y – 6x + 3y = 4
x = 4
Substitute x = 4 into (2):
2(4) – y = 3
8 – y = 3
y = 5
\ The solution is x = 4 and y = 5.

1 22
 (c) 2x + 3y = 8 — (1) (3) – (4):
5x + 2y = 9 — (2) (10x – 8y) – (10x – 35y) = 46 – 55
2 × (1):   4x + 6y = 16 — (3) 10x – 8y – 10x + 35y = –9
3 × (2): 15x + 6y = 27 — (4) 27y = –9
(4) – (3): 1
y = –
(15x + 6y) – (4x + 6y) = 27 – 16 3
15x + 6y – 4x – 6y = 11 1
Substitute y = – into (1):
11x = 11 3
x = 1 1
5x – 4 – = 23
3
Substitute x = 1 into (2):
5(1) + 2y = 9 4
5x + = 23
3
5 + 2y = 9
2
2y = 4 5x = 21
3
y = 2
1
\ The solution is x = 1 and y = 2. x = 4
3
(d) 5x + 4y = 11 — (1) 1 1
3x + 5y = 4 — (2) \ The solution is x = 4 and y = – .
3 3
3 × (1): 15x + 12y = 33 — (3) 4. (a)
x + y = 7 — (1)
5 × (2): 15x + 25y = 20 — (4) x – y = 5 — (2)
(4) – (3): From (1), y = 7 – x — (3)
(15x + 25y) – (15x + 12y) = 20 – 33 Substitute (3) into (2):
15x + 25y – 15x – 12y = –13 x – (7 – x) = 5
13y = –13 x – 7 + x = 5
y = –1 2x = 12
Substitute y = –1 into (1): x = 6
5x + 4(–1) = 11 Substitute x = 6 into (3):
5x – 4 = 11 y = 7 – 6
5x = 15 =1
x = 3 \ The solution is x = 6 and y = 1.
\ The solution is x = 3 and y = –1. (b) 3x – y = 0 — (1)
(e) 4x – 3y = –1 — (1) 2x + y = 5 — (2)
5x – 2y = 4  — (2) From (2), y = 5 – 2x — (3)
2 × (1): 8x – 6y = –2 — (3) Substitute (3) into (1):
3 × (2): 15x – 6y = 12 — (4) 3x – (5 – 2x) = 0
(4) – (3): 3x – 5 + 2x = 0
(15x – 6y) – (8x – 6y) = 12 – (–2) 5x = 5
15x – 6y – 8x + 6x = 14 x = 1
7x = 14 Substitute x = 1 into (3):
x = 2 y = 5 – 2(1)
Substitute x = 2 into (2): =3
5(2) – 2y = 4 \ The solution is x = 1 and y = 3.
10 – 2y = 4 (c) 2x – 7y = 5 — (1)
2y = 6 3x + y = – 4 — (2)
y = 3 From (2), y = – 4 – 3x — (3)
\ The solution is x = 2 and y = 3. Substitute (3) into (1):
(f) 5x – 4y = 23 — (1) 2x – 7(– 4 – 3x) = 5
2x – 7y = 11 — (2) 2x + 28 + 21x = 5
2 × (1): 10x – 8y = 46 — (3) 23x = –23
5 × (2): 10x – 35y = 55 — (4) x = –1
Substitute x = –1 into (3):
y = – 4 – 3(–1)
= –1
\ The solution is x = –1 and y = –1.

23 1
 (d) 5x – y = 5 — (1) From (2), x = 4y – 6  — (3)
3x + 2y = 29 — (2) Substitute (3) into (1):
From (1), y = 5x – 5 — (3) 5(4y – 6) + 2y = 3
Substitute (3) into (2): 20y – 30 + 2y = 3
3x + 2(5x – 5) = 29 22y = 33
3x + 10x – 10 = 29 1
y = 1
13x = 39 2
x = 3 1
Substitute y = 1 into (3):
Substitute x = 3 into (3): 2
y = 5(3) – 5 1
x = 4 1 –6
2
= 10
=0
\ The solution is x = 3 and y = 10.
(e) 5x + 3y = 11 — (1) 1
\ The solution is x = 0 and y = 1 .
2
4x – y = 2 — (2)
5. (a) x + y = 0.5 — (1)
From (2), y = 4x – 2 — (3)
x – y = 1 — (2)
Substitute (3) into (1):
(1) + (2):
5x + 3(4x – 2) = 11
(x + y) + (x – y) = 0.5 + 1
5x + 12x – 6 = 11
x + y + x – y = 1.5
17x = 17
2x = 1.5
x = 1
x = 0.75
Substitute x = 1 into (3):
Substitute x = 0.75 into (1):
y = 4(1) – 2
0.75 + y = 0.5
=2
y = – 0.25
\ The solution is x = 1 and y = 2.
\ The solution is x = 0.75 and y = – 0.25.
(f) 3x + 5y = 10 — (1)
(b) 2x + 0.4y = 8 — (1)
x – 2y = 7 — (2)
5x – 1.2y = 9 — (2)
From (2), x = 2y + 7 — (3)
3 × (1): 6x + 1.2y = 24 — (3)
Substitute (3) into (2):
(3) + (2):
3(2y + 7) + 5y = 10
(6x + 1.2y) + (5x – 1.2y) = 24 + 9
6y + 21 + 5y = 10
6x + 1.2y + 5x – 1.2y = 33
11y = –11
11x = 33
y = –1
x = 3
Substitute y = –1 into (3):
Substitute x = 3 into (1):
x = 2(–1) + 7
2(3) + 0.4y = 8
=5
6 + 0.4y = 8
\ The solution is x = 5 and y = –1.
0.4y = 2
(g) x + y = 9 — (1)
y = 5
5x – 2y = 4 — (2)
\ The solution is x = 3 and y = 5.
From (1), y = 9 – x — (3)
(c) 10x – 3y = 24.5 — (1)
Substitute (3) into (2):
  3x – 5y = 13.5 — (2)
5x – 2(9 – x) = 4
5 × (1): 50x – 15y = 122.5 — (3)
5x – 18 + 2x = 4
3 × (2):   9x – 15y = 40.5 — (4)
7x = 22
(3) – (4):
1
x = 3 (50x – 15y) – (9x – 15y) = 122.5 – 40.5
7
50x – 15y – 9x + 15y = 82
1
Substitute x = 3 into (3): 41x = 82
7
1 x = 2
y = 9 – 3
7 Substitute x = 2 into (1):
6 10(2) – 3y = 24.5
=5
7
20 – 3y = 24.5
1 6
\ The solution is x = 3 and y = 5 . 3y = – 4.5
7 7
(h) 5x + 2y = 3 — (1) y = –1.5
x – 4y = –6 — (2) \ The solution is x = 2 and y = –1.5.

1 24
 (d) 6x + 5y = 10.5 — (1) (d) 5x – 3y – 13 = 0 — (1)
5x – 3y = –2 — (2) 7x – 6y – 20 = 0 — (2)
3 × (1): 18x + 15y = 31.5 — (3) 2 × (1): 10x – 6y – 26 = 0 — (3)
5 × (2): 25x – 15y = –10 — (4) (3) – (2):
(4) + (3): (10x – 6y – 26) – (7x – 6y – 20) = 0 – 0
(25x – 15y) + (18x + 15y) = –10 + 31.5 10x – 6y – 26 – 7x + 6y + 20 = 0
25x – 15y + 18x + 15y = 21.5 3x = 6
43x = 21.5 x = 2
x = 0.5 Substitute x = 2 into (1):
Substitute x = 0.5 into (1): 5(2) – 3y – 13 = 0
6(0.5) + 5y = 10.5 10 – 3y – 13 = 0
3 + 5y = 10.5 3y = 3
5y = 7.5 y = 1
y = 1.5 \ The solution is x = 2 and y = 1.
\ The solution is x = 0.5 and y = 1.5. (e) 7x + 3y – 8 = 0 — (1)
6. (a) 4x – y – 7 = 0 — (1) 3x – 4y – 14 = 0 — (2)
4x + 3y – 11 = 0 — (2) 4 × (1): 28x + 12y – 32 = 0 — (3)
(2) – (1): 3 × (2):   9x – 12y – 42 = 0 — (4)
(4x + 3y – 11) – (4x – y – 7) = 0 – 0 (3) + (4):
4x + 3y – 11 – 4x + y + 7 = 0 (28x + 12y – 32) + (9x – 12y – 42) = 0 + 0
4y = 4 28x + 12y – 32 + 9x – 12y – 42 = 0
y = 1 37x = 74
Substitute y = 1 into (1): x = 2
4x – 1 – 7 = 0 Substitute x = 2 into (1):
4x = 8 7(2) + 3y – 8 = 0
x = 2 14 + 3y – 8 = 0
\ The solution is x = 2 and y = 1. 3y = –6
(b) 7x + 2y – 33 = 0 — (1) y = –2
3y – 7x – 17 = 0 — (2) \ The solution is x = 2 and y = –2.
(1) + (2): (f)  3x + 5y + 8 = 0 — (1)
(7x + 2y – 33) + (3y – 7x – 17) = 0 + 0 4x + 13y – 2 = 0 — (2)
7x + 2y – 33 + 3y – 7x – 17 = 0 4 × (1): 12x + 20y + 32 = 0 — (3)
5y = 50 3 × (2): 12x + 39y – 6 = 0 — (4)
y = 10 (3) – (4):
Substitute y = 10 into (1): (12x + 20y + 32) – (12x + 39y – 6) = 0 – 0
7x + 2(10) – 33 = 0 12x + 20y + 32 – 12x – 39y + 6 = 0
7x + 20 – 33 = 0 19y = 38
7x = 13 y = 2
6 Substitute y = 2 into (1):
x = 1
7 3x + 5(2) + 8 = 0
6
\ The solution is x = 1 and y = 10. 3x + 10 + 8 = 0
7
(c) 5x – 3y – 2 = 0 — (1) 3x = –18
x + 5y – 6 = 0 — (2) x = –6
5 × (2): 5x + 25y – 30 = 0 — (3) \ The solution is x = –6 and y = 2.
x +1 3
(3) – (1): 7. (a) = — (1)
y+2 4
(5x + 25y – 30) – (5x – 3y – 2) = 0 – 0
x–2 3
5x + 25y – 30 – 5x + 3y + 2 = 0 = — (2)
y –1 5
28y = 28
From (1),
y = 1

4(x + 1) = 3(y + 2)
Substitute y = 1 into (2):
4x + 4 = 3y + 6
x + 5(1) – 6 = 0
4x – 3y = 2 — (3)
x + 5 – 6 = 0
x = 1
\ The solution is x = 1 and y = 1.
25 1
 From (2), x–3 y–7
(d) = — (1)
5(x – 2) = 3(y – 1) 5 2
5x – 10 = 3y – 3 11x = 13y — (2)
5x – 3y = 7 — (4) 26
26 × (1): (x – 3) = 13(y – 7)
(4) – (3): 5
(5x – 3y) – (4x – 3y) = 7 – 2 26 78
x– = 13y – 91  — (3)
5x – 3y – 4x + 3y = 5 5 5
x = 5 (2) – (3):
Substitute x = 5 into (3): 26 78
11x – x– = 13y – (13y – 91)
5 5
4(5) – 3y = 2
26 78
20 – 3y = 2
11x – x+ = 13y – 13y + 91
5 5
3y = 18
4 2
y = 6 5 x = 75
5 5
\ The solution is x = 5 and y = 6. x = 13
x y 5 Substitute x = 13 into (2):
(b)
– = — (1)
3 2 6 11(13) = 13y
2 2 y = 11
3x – y = 3 — (2)
5 5
\ The solution is x = 13 and y = 11.
9y 1
9 × (1): 3x – =7 — (3) 8. (a) 2x + 5y = 12 — (1)
2 2
4x + 3y = – 4 — (2)
(2) – (3):
From (1), 2x = 12 – 5y
2 9y 2 1
3 x – y – 3 x – = 3 – 7 12 – 5 y
5 2 5 2 x = — (3)
2 9y 1 2
3x – y – 3x + = –4 
Substitute (3) into (2):
5 2 10
1 1 12 – 5 y
4 y = – 4 4 + 3y = – 4
10 10 2
y = –1 24 – 10y + 3y = – 4
Substitute y = –1 into (2): 7y = 28
2 2 y = 4
3x – (–1) = 3 Substitute y = 4 into (3):
5 5
2 2 12 – 5(4)
3x + = 3
x =
5 5 2
3x = 3 = – 4
x = 1 \ The solution is x = – 4 and y = 4.
\ The solution is x = 1 and y = –1. (b) 4x – 3y = 25 — (1)
x 3 6x + 5y = 9 — (2)
(c)
– y = 3 — (1)
4 8 From (1), 4x = 3y + 25
5 y 3 y + 25
x – = 12 — (2) x = — (3)
3 2 4
8 × (1): 2x – 3y = 24 — (3) Substitute (3) into (2):
6 × (2): 10x – 3y = 72 — (4) 3 y + 25
6 + 5y = 9
(4) – (3): 4
(10x – 3y) – (2x – 3y) = 72 – 24 9y 75
+ + 5y = 9
10x – 3y – 2x + 3y = 48 2 2
8x = 48 1 1
9 y = –28
x = 6 2 2
Substitute x = 6 into (3): y = –3
2(6) – 3y = 24 Substitute y = –3 into (3):
12 – 3y = 24 3(–3) + 25

x =
4
3y = –12

=4
y = – 4
\ The solution is x = 4 and y = –3.
\ The solution is x = 6 and y = – 4.

1 26
 (c) 3x + 7y = 2 — (1) (f) 3x – 5y = 7 — (1)
6x – 5y = 4 — (2) 4x – 3y = 3­ — (2)
From (1), 3x = 2 – 7y From (1), 3x = 5y + 7
2 − 7y 5y + 7
x =   — (3) x = — (3)
3 3
Substitute (3) into (2): Substitute (3) into (2):
2 − 7y 5y + 7
6 – 5y = 4 4 – 3y = 3
3 3
4 – 14y – 5y = 4 20 28
y + – 3y = 3
19y = 0 3 3
2 1
y = 0 3 y = –6
3 3
Substitute y = 0 into (3):
8
2 – 7(0) y = –1
x = 11
3 8
2 Substitute y = –1 into (3):
= 11
3 8
2 5 –1 +7
\ The solution is x = and y = 0. 11
x =
3 3
(d) 9x + 2y = 5 — (1) 6
=–
7x – 3y = 13 — (2) 11
From (1), 9x = 5 – 2y 6 8
\ The solution is x = – and = –1 .
5 – 2y 11 11
x =   — (3) x
9 9. (a) + y + 2 = 0 — (1)
5
Substitute (3) into (2):
x
5 – 2y – y – 10 = 0 — (2)
7 – 3y = 13 3
9
x
35 14 From (1), y = – – 2 — (3)
– y – 3y = 13 5
9 9 Substitute (3) into (2):
5 1
4 y = –9 x x
9 9 – – 2 – 10 = 0
–
3 5
y = –2
x x
Substitute y = –2 into (3): + + 2 – 10 = 0
3 5
5 – 2(–2) 8
x = x = 8
9 15
=1 x = 15
\ The solution is x = 1 and y = –2. Substitute x = 15 into (3):
(e)
2y – 5x = 25 — (1) 15
y = – –2
4x + 3y = 3 — (2) 5
From (1), 2y = 5x + 25 = –5
5 x + 25 \ The solution is x = 15 and y = –5.
y = — (3)
2 x+y
(b) = 3 — (1)
Substitute (3) into (2): 3
5 x + 25 3x + y
4x + 3 = 3 = 1 — (2)
2 5
15 75 From (1), x + y = 9
4x + x+ = 3
2 2 x = 9 – y  — (3)
1 1 Substitute (3) into (2):
11 x = –34
2 2 3(9 – y ) + y
= 1
x = –3 5
Substitute x = –3 into (3): 27 – 3y + y = 5
5(–3) + 25 2y = 22
y =
2 y = 11
=5 Substitute y = 11 into (3):
\ The solution is x = –3 and y = 5. x = 9 – 11
= –2
\ The solution is x = –2 and y = 11.
27 1
 (c) 3x – y = 23 — (1) 20 × (1):
x y 4(x – 2) = 5(1 – y)
+ = 4 — (2)
3 4 4x – 8 = 5 – 5y
From (1), y = 3x – 23 — (3)
4x + 5y = 13  — (3)
Substitute (3) into (2): 21 × (2):
x 3 x – 23 2
+ = 4 3 x + 2 = 7(3 – y)
3 4 3
4x + 9x – 69 = 48 3x + 8 = 21 – 7y
13x = 117 3x = 13 – 7y
x = 9 13 – 7 y
x = — (4)
Substitute x = 9 into (3): 3
y = 3(9) – 23 Substitute (4) into (3):
=4 13 – 7 y
4 + 5y = 13
\ The solution is x = 9 and y = 4. 3
x y 52 28
(d)
+ = 4 — (1) – y + 5y = 13
3 2 3 3
2 y 1 1
x – = 1 — (2) 4 y = 4
3 6 3 3
From (1), 2x + 3y = 24 y = 1
2x = 24 – 3y Substitute y = 1 into (4):
24 – 3 y 13 – 7(1)
x =   — (3) x =
2 3
Substitute (3) into (1): =2
2 24 – 3 y y \ The solution is x = 2 and y = 1.
– = 1
3 2 6 5x + y x+y
(c) =2– — (1)
48 – 6y – y = 6 9 5
7y = 42 7x – 3 y–x
=1+ — (2)
y = 6 2 3
Substitute y = 6 into (3): 45 × (1):
24 – 3(6) 5(5x + y) = 90 – 9(x + y)
x = 25x + 5y = 90 – 9x – 9y
2
=3 34x + 14y = 90
\ The solution is x = 3 and y = 6. 17x + 7y = 45  — (3)
2 1 6 × (2):
10. (a) = — (1)
x+y 2x + y 3(7x – 3) = 6 + 2(y – x)
3x + 4y = 9 — (2) 21x – 9 = 6 + 2y – 2x
From (1), 2y = 23x – 15
2(2x + y) = x + y 23 x – 15
y = — (4)
4x + 2y = x + y 2
y = –3x  — (3) Substitute (4) into (3):
Substitute (3) into (2): 23 x – 15
17x + 7 = 45
3x + 4(–3x) = 9 2
3x – 12x = 9 161 105
17x + x– = 45
–9x = 9 2 2
x = –1 1 1
97 x = 97
2 2
Substitute x = –1 into (3):
x = 1
y = –3(–1)
Substitute x = 1 into (4):
=3
23(1) – 15
\ The solution is x = –1 and y = 3. y =
2
1 1 =4
(b)
(x – 2) = (1 – y) — (1)
5 4
\ The solution is x = 1 and y = 4.
1 2 1
x+2 = (3 – y) — (2)
7 3 3

1 28
 x+y x–y (3) + (4):
(d) = — (1)
3 5 (80s – 30h) + (–87s + 30h) = –90 + 48
x–y 7s = 42
= 2x – 3y + 5 — (2)
5
s = 6
From (1), 5(x + y) = 3(x – y)
Substitute s = 6 into (1):
5x + 5y = 3x – 3y
8(6) – 3h = –9
2x = –8y
48 – 3h = –9
x = – 4y — (3)
3h = 57
Substitute (3) into (2):
h = 19
–4 y – y
= 2(– 4y) – 3y + 5 \ The height above the ground is 19 m and the time when the cat
5
meets the mouse is 5 s.
–y = –8y – 3y + 5
10y = 5
Exercise 1F
1
y =
2 1. Let the smaller number be x and the greater number be y.
1 x + y = 138 — (1)
Substitute y = into (3):
2
y – x = 88 — (2)
1
x = – 4 (1) + (2):
2
= –2 (x + y) + (y – x) = 138 + 88
1 x + y + y – x = 226
\ The solution is x = –2 and y = .
2 2y = 226
11. When x = 3, y = –1, y = 113
3p(3) + q(–1) = 11 Substitute y = 113 into (1):
9p – q = 11 — (1) x + 113 = 138
–q(3) + 5(–1) = p x = 25
p = –3q – 5 — (2) \ The two numbers are 25 and 113.
Substitute (2) into (1): 2. Let the smaller number be x and the greater number be y.
9(–3q – 5) – q = 11 y – x = 10 — (1)
–27q – 45 – q = 11 x + y = 4x — (2)
28q = –56 From (2), y = 3x — (3)
q = –2 Substitute (3) into (1):
Substitute q = –2 into (2): 3x – x = 10
p = –3(–2) – 5 2x = 10
= 1 x = 5
\ The values of p and of q are 1 and –2 respectively. Substitute x = 5 into (3):
12. When x = –11, y = 5, y = 3(5)
p(–11) + 5(5) = q = 15
–11p + 25 = q  — (1) \ The two numbers are 5 and 15.
q(–11) + 7(5) = p 3. Let the cost of a belt be $x and the cost of a wallet be $y.
–11q + 35 = p  — (2) x + y = 42 — (1)
Substitute (2) into (1): 7x + 4y = 213 — (2)
–11(–11q + 35) + 25 = q From (1), y = 42 – x — (3)
121q – 385 + 25 = q Substitute (3) into (2):
120q = 360 7x + 4(42 – x) = 213
q = 3 7x + 168 – 4x = 213
Substitute q = 3 into (2): 3x = 45
–11(3) + 35 = p x = 15
p = 2 Substitute x = 15 into (3):
\ The values of p and of q are 2 and 3 respectively. y = 42 – 15
13. 8s – 3h = –9 — (1) = 27
– 29s + 10h = 16 — (2) \ The cost of a belt is $15 and the cost of a wallet is $27.
10 × (1): 80s – 30h = –90 — (3)
3 × (2): –87s + 30h = 48 — (4)

29 1
4. Let the cost of 1 kg of potatoes be $x and the cost of 1 kg of carrots 5 × (1): x + y = 120° — (3)
be $y. 2 × (2): y – x = 28° — (4)
8x + 5y = 28 — (1) (3) + (4):
2x + 3y = 11.2 — (2) (x + y) + (y – x) = 120° + 28°
4 × (2): 8x + 12y = 44.8 — (3) x + y + y – x = 148°
(3) – (1): 2y = 148°
(8x + 12y) – (8x + 5y) = 44.8 – 28 y = 74°
8x + 12y – 8x – 5y = 16.8 Substitute y = 74° into (3):
7y = 16.8 x + 74° = 120°
y = 2.4 x = 46°
Substitute y = 2.4 into (2): \ The two angles are 46° and 74°.
2x + 3(2.4) = 11.2 8. The sides of an equilateral triangle are equal.
2x + 7.2 = 11.2 x + y – 9 = y + 5 — (1)
2x = 4 y + 5 = 2x – 7 — (2)
x = 2 From (1), x = 14
\ 1 kg of potatoes cost $2 and 1 kg of carrots cost $2.40. Length of each side = 2(14) – 7
5. Let the first number be x and the second number be y. = 21 cm
x + 7 = 2y — (1) \ The length of each side of the triangle is 21 cm.
y + 20 = 4x — (2) 9. 3x – y = 2x + y — (1)
From (1), x = 2y – 7 — (3) 3x – y + 2x + y + 2(2x – 3) = 120 — (2)
Substitute (3) into (2): From (2),
y + 20 = 4(2y – 7) 3x – y + 2x + y + 4x – 6 = 120
= 8y – 28 9x = 126
7y = 48 x = 14
6 Substitute x = 14 into (1):

y = 6
7 3(14) – y = 2(14) + y
6 42 – y = 28 + y
Substitute y = 6 into (3):
7 2y = 14
6 y = 7
x = 2 6 –7
7
Area of rectangle = [3(14) – 7] × [2(14) – 3]
5 = 35 × 25
= 6
7
= 875 cm2
5 6
\ The two numbers are 6 and 6 . \ The area of the rectangle is 875 cm2.
7 7
10. The sides of a rhombus are equal.
6. Let the smaller number be x and the greater number be y.
x + y = 48 — (1) 3x – y – 2
2x + y + 1 = — (1)
2
1
x = y — (2) 2x + y + 1 = x – y — (2)
5
From (2), x = –2y – 1  — (3)
Substitute (2) into (1):
Substitute (3) into (1):
1
y + y = 48 3(–2 y – 1) – y – 2
5 2(–2y – 1) + y + 1 =
2
6
y = 48 –7 y – 5
5 – 4y – 2 + y + 1 =
 

y = 40 2
–6y – 2 = –7y – 5
Substitute y = 40 into (2):
y = –3
1
x = (40) Substitute y = –3 into (3):
5
= 8 x = –2(–3) – 1
\ The two numbers are 8 and 40. = 5
7. Let the smaller angle be x and the greater angle be y. Perimeter of the figure = 4[5 – (–3)]
1 = 32 cm
(x + y) = 24° — (1) \ The perimeter of the figure is 32 cm.
5
1
(y – x) = 14° — (2)
2

1 30
11. Let the numerator of the fraction be x and its denominator be y, Substitute x = 24 into (3):
x 3(24) + 2y = 114
i.e. let the fraction be .
y 72 + 2y = 114
x –1 1 2y = 42
= — (1)
y –1 2 y = 21
x +1 2 Total amount 2 adults and a senior citizen have to pay
= — (2)
y+1 3 = 2($24) + $21
From (1),
= $69
2(x – 1) = y – 1
\ The total amount is $69.
2x – 2 = y – 1
14. Let the number of gift A to buy be x
y = 2x – 1 — (3)
and the number of gift B to buy be y.
Substitute (3) into (2):
10x + 8y = 230 — (1)
x +1 2 x + y = 2 + 2 + 13 + 10
=
2x – 1 + 1 3
= 27 — (2)
3(x + 1) = 4x
From (2), y = 27 – x  — (3)
3x + 3 = 4x
Substitute (3) into (1):
x = 3
10x + 8(27 – x) = 230
Substitute x = 3 into (3):
10x + 216 – 8x = 230
y = 2(3) – 1
2x = 14
= 5
x = 7
3
\ The fraction is . Substitute x = 7 into (3):
5
y = 27 – 7
12. Let the age of Kai Kai in 2013 be x years old
= 20
and the age of Jia Jia in 2013 be y years old.
\ Lixin should buy 7 gift A and 20 gift B.
x + y = 11 — (1)
15. Let the number of chickens be x and the number of goats be y.
x + 9 = 3y — (2)
x + y = 50 — (1)
(1) – (2):
2x + 4y = 140 — (2)
(x + y) – (x + 9) = 11 – 3y
From (1), y = 50 – x — (3)
x + y – x – 9 = 11 – 3y
Substitute (3) into (2):
y – 9 = 11 – 3y
2x + 4(50 – x) = 140
4y = 20
2x + 200 – 4x = 140
y = 5
2x = 60
Substitute y = 5 into (1):
x = 30
x + 5 = 11
Substitute x = 30 into (3):
x = 6
y = 50 – 30
In 2014,
= 20
Age of Kai Kai = 6 + 1
Number of more chickens than goats = 30 – 20
=7
= 10
Age of Jia Jia = 5 + 1
\ There are 10 more chickens than goats.
=6
16. Let the amount Ethan has be $x and the amount Michael has be $y.
\ In 2014, the ages of Kai Kai and Jia Jia are 7 years and
x + y = 80 — (1)
6 years respectively.
13. Let the amount an adult has to pay be $x and the amount a senior 1 1
x = y — (2)
4 6
citizen has to pay be $y.
From (1), y = 80 – x — (3)
 6x + 4y = 228 — (1)
Substitute (3) into (2):
13x + 7y = 459 — (2)
1 1
From (1), 3x + 2y = 114 — (3) x = (80 – x)
4 6
2 × (2): 26x + 14y = 918 — (4)
3x = 160 – 2x
7 × (3): 21x + 14y = 798 — (5)
5x = 160
(4) – (5):
x = 32
(26x + 14y) – (21x + 14y) = 918 – 798
Substitute x = 32 into (1):
26x + 14y – 21x – 14y = 120
32 + y = 80
5x = 120
y = 48
x = 24
\ Ethan received $32 and Michael received $48.

31 1
17. Let the amount deposited in Bank A be $x From (2),
and the amount deposited in Bank B be $y. 10x + y – 10y – x = 45
x + y = 25 000 — (1) 9x – 9y = 45
0.6 0.65 x – y = 5 — (4)
x = y — (2)
100 100 Substitute (3) into (4):
12 7
From (2), y = x — (3) y – y = 5
13 2
Substitute (3) into (1): 5
y = 5
12 2
x+ x = 25 000
13 y = 2
25 Substitute y = 2 into (3):
x = 25 000
13 7
x = 13 000 x = (2)
2
Substitute x = 13 000 into (3): = 7
12 \ The original number is 72.
y = (13 000)
13 20. Let the cost of 1 pear be $x and the cost of 1 mango be $y.
= 12 000 8x + 5y = 10 + 1.1 — (1)
\ Rui Feng deposited $13 000 in Bank A and $12 000 in Bank B. 5x + 4y = 10 – 1.75 — (2)
18. Let the smaller number be x and the greater number be y. 4 × (1): 32x + 20y = 44.4 — (3)
y–2 5 × (2): 25x + 20y = 41.25 — (4)
= 2 — (1)
x (3) – (4):
5x – 2
= 2 — (2) (32x + 20y) – (25x + 20y) = 44.4 – 41.25
y
32x + 20y – 25x – 20y = 3.15
From (1), y – 2 = 2x
7x = 3.15
y–2
x = — (3) x = 0.45
x
Substitute x = 0.45 into (2):
Substitute (3) into (2):
y–2 5(0.45) + 4y = 8.25
5 –2 2.25 + 4y = 8.25
2
= 2 4y = 6
y
y = 1.5
y–2
5 2 – 2 = 2y \ 1 pear costs $0.45 and 1 mango costs $1.50.
21. (i) Let the number of shares of Company A Huixian’s mother has
5
y – 5 – 2 = 2y be x and the share price of Company B on Day 7 be $y.
2
4.6x – 2000y = 7400 — (1)
1
y = 7 4.8x – 5000(y – 0.5) = –5800 — (2)
2
y = 14 From (1),
Substitute y = 14 into (3): 2000y = 4.6x – 7400
14 – 2 4.6 x – 7400
x = y = — (3)
2 2000
= 6 Substitute (3) into (2):
\ The two numbers are 6 and 14. 4.6 x – 7400
4.8x – 5000 – 0.5 = –5800
19. Let the tens digit of the original number be x and its ones digit be y. 2000
Then the original number is 10x + y, the number obtained when the 4.8x – 11.5x + 18 500 + 2500 = –5800
digits of the original number are reversed is 10y + x. 6.7x = 26 800
x = 4000
1
x + y =(10x + y) — (1) \ Huixian’s mother has 4000 shares of Company A.
8
(10x + y) – (10y + x) = 45 — (2) (ii)
From (i),
From (1), substitute x = 4000 into (3):
8(x + y) = 10x + y 4.6(4000) – 7400
y =
8x + 8y = 10x + y 2000
2x = 7y = 5.5
Share price of Company B on Day 12 = 5.5 – 0.5
7
x = y — (3) = 5
2
\ The share price of Company B on Day 12 is $5.

1 32
Review Exercise 1 3. (i) Price Company A charges for 20 minutes of talk time = $0.80
(ii) Price Company B charges for 50 minutes of talk time = $3.80
1. (a) y
(iii) For less than 30 minutes of talk time, Company B charges a
lower price than Company A, thus Company B would be
7 (0, 7)
able to offer Jun Wei a better price.
6 (iv) mA = gradient of A
5 4
=
4 50
3 2
=
25
2
mB = gradient of B
1
(– 1.4, 0) 5
x =
0 40
–2 –1
1
7 =
m = 8
1.4 Since mB > mA, Company B has a greater rate of increase in
=5 charges.
c = 7 (v) At $4 per month,
(b) y
duration of talk time offered by Company A = 60 minutes and
duration of talk time offered by Comapny B = 52 minutes.
(–2, 10) 10
Since Company A offers more talk time for $4 per month,
8 Michael should choose Company A.
6
4 4. (a) 2x + y = 2
2 x – 4 0 4
x y 10 2 – 6
–2 –1 0
–2 (b) y
– 4
(0, – 4) (d)(i) x = –0.5
10
14 9
m = –
2
8
= –7
7
c = – 4
2. Charges ($) 6
5
6 4
(3, 5.6)
3
4 2
(d)(ii)
1
2 x
(0, 2) –4 –3 –2 –1 0 1 2 3 4
–1
Distance
–2
0 1 2 3 travelled (km) (c)
–3
m = y-intercept 2x + y = 2
–4
= 2
–5
n = gradient of line –6
3.6
=
3
= 1.2 (c) From the graph in (b),
When y = –2,
p = x = 2
(d) (ii) The coordinates of the point of intersection are (– 0.5, 3).

33 1
5. (a) (i) When x = –5, y = p, Substitute x = 2 into (2):
5(–5) – 3p = 2 5(2) + 2y = 6
–25 – 3p = 2 10 + 2y = 6
3p = –27 2y = – 4
p = –9 y = –2
When x = 7, y = q, \ The solution is x = 2 and y = –2.
5(7) – 3q = 2 (b)
9x + 4y = 28 — (1)
35 – 3q = 2 4y – 11x = –12 — (2)
3q = 33 (1) – (2):
q = 11 (9x + 4y) – (4y – 11x) = 28 – (–12)
\ p = –9, q = 11 9x + 4y – 4y + 11x = 28 + 12
(ii) 20x = 40
y x = 2
Substitute x = 2 into (1):
11 9(2) + 4y = 28
5x – 3y = 2
10 18 + 4y = 28
9 4y = 10
8 1
y = 2
7
2
1
6 \ The solution is x = 2 and y = 2 .
3x + 4y = 7 2
5 (c) 2x – 5y = 22 — (1)
4 2x – 3y = 14 — (2)
3 (1) – (2):
2 (2x – 5y) – (2x – 3y) = 22 – 14
1 (1, 1) 2x – 5y – 2x + 3y = 8
x 2y = –8
–5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 y = – 4
–1
Substitute y = – 4 into (2):
 

–2
(c) 2x – 3(– 4) = 14
–3
2x + 12 = 14
–4 2x = 2
–5 x = 1
–6 \ The solution is x = 1 and y = – 4.
–7 (d) 6x – y = 16 — (1)
–8 3x + 2y = –12 — (2)
–9
From (1), y = 6x – 16 — (3)
Substitute (3) into (2):
(b) (i) 3x + 4y = 7 3x + 2(6x – 16) = –12
3x + 12x – 32 = –12
x –5 3 7
15x = 20
y 5.5 –0.5 –3.5
1
x = 1
(c) The graphs intersect at the point (1, 1). 3
\ The solution is x = 1 and y = 1. 1
Substitute x = 1 into (3):
6. (a) 7x + 2y = 10 — (1) 3
5x + 2y = 6 — (2) 1
y = 6 1 – 16
(1) – (2): 3
(7x + 2y) – (5x + 2y) = 10 – 6
= –8
7x + 2y – 5x – 2y = 4 1
\ The solution is x = 1 and y = –8.
2x = 4 3
x = 2

1 34
 (e)
4x + 3y = 0 — (1) Substitute x = 6 into (3):
5y + 53 = 11x — (2) y = 2(6) – 5
3 = 7
From (1), x = – y — (3)
4 Perimeter of parallelogram = 2{[2(7) – 6] + (6 + 7 + 1)}
3 = 44 cm
Substitute x = – y into (2):
4 \ The perimeter of the parallelogram is 44 cm.
3 9. Let the numerator of the fraction be x and its denominator be y,
5y + 53 = 11 – y
4 x
33 i.e. let the fraction be .

=– y y
4 x –1 1
1 = — (1)
13 y = –53 y+2 2
4 x+3 1
y = – 4 = 1 — (2)
y–2 4
Substitute y = – 4 into (3): From (1),
3 2(x – 1) = y + 2
x = – (–4)
4 2x – 2 = y + 2
=3
y = 2x – 4 — (3)
\ The solution is x = 3 and y = –4.
From (2),
(f) 5x – 4y = 4 — (1)
4(x + 3) = 5(y – 2)
2x – y = 2.5 — (2)
4x + 12 = 5y – 10
From (2), y = 2x – 2.5 — (3)
4x – 5y = –22 — (4)
Substitute (3) into (1):
Substitute (3) into (4):
5x – 4(2x – 2.5) = 4
4x – 5(2x – 4) = –22
5x – 8x + 10 = 4
4x – 10x + 20 = –22
3x = 6
6x = 42
x = 2
x = 7
Substitute x = 2 into (3):
Substitute x = 7 into (3):
y = 2(2) – 2.5
y = 2(7) – 4
= 1.5
= 10
\ The solution is x = 2 and y = 1.5.
7
7. Let the first number be x and the second number be y. \ The fraction is .
10
x + 11 = 2y — (1) 10. Let the tens digit of the number be x and its ones digit be y.
y + 20 = 2x — (2) x + y = 12 — (1)
From (1), x = 2y – 11 — (3) y = 2x — (2)
Substitute (3) into (2): Substitute (2) into (1):
y + 20 = 2(2y – 11) x + 2x = 12
= 4y – 22 3x = 12
3y = 42 x = 4
y = 14 Substitute x = 4 into (2):
Substitute y = 14 into (3): y = 2(4)
x = 2(14) – 11 = 8
= 17 \ The number is 48.
\ The two numbers are 17 and 14. 11. (i) Let Khairul’s present age be x years old
8. The parallel sides of a parallelogram are equal. and Khairul’s monther’s present age be y years old.
x + y + 1 = 3x – 4 — (1) y + 4 = 3(x + 4) — (1)
2y – x = x + 2 — (2) y – 6 = 7(x – 6) — (2)
From (1), y = 2x – 5  — (3) From (1), y + 4 = 3x + 12
Substitute (3) into (2): y = 3x + 8 — (3)
2(2x – 5) – x = x + 2 Substitute (3) into (2):
4x – 10 – x = x + 2 3x + 8 – 6 = 7(x – 6)
2x = 12 3x + 2 = 7x – 42
x = 6 4x = 44
x = 11
\ Khairul’s present age is 11 years.

35 1
 (ii) From (i), 15. Let the mass of $2.50 per kg coffee powder be x kg
Substitute x = 11 into (3): and the mass of $3.50 per kg coffee powder be y kg.
y = 3(11) + 8 x + y = 20 — (1)
= 41 2.5x + 3.5y = 20 × 2.8
Age of Khairul’s mother when he was born = 41 – 11 = 56 — (2)
= 30 From (1), y = 20 – x — (3)
\ The age of Khairul’s mother was 30 years. Substitute (3) into (2):
12. Let the amount Shirley has be $x and the amount Priya has be $y. 2.5x + 3.5(20 – x) = 56
2(x – 3) = y + 3 — (1) 2.5x + 70 – 3.5x = 56
x + 5 = 2(y – 5) — (2) x = 14
From (1), 2x – 6 = y + 3 Substitute x = 14 into (3):
y = 2x – 9 — (3) y = 20 – 14
Substitute (3) into (2): = 6
x + 5 = 2(2x – 9 – 5) \ Vishal uses 14 kg of the $2.50 per kg coffee powder and 6 kg of
= 4x – 28 the $3.50 per kg coffee powder.
3x = 33 16. 120x + (175 – 120)y = 2680 — (1)
x = 11 120x + (210 – 120)y = 3240 — (2)
Substitute x = 11 into (3): From (1), 120x + 55y = 2680 — (3)
y = 2(11) – 9 From (2), 120x + 90y = 3240 — (4)
= 13 (4) – (3):
\ Shirley has $13 and Priya has $11. (120x + 90y) – (120x + 55y) = 3240 – 2680
13. Let the number of smartphones be x 120x + 90y – 120x – 55y = 560
and the number of tablet computers be y. 35y = 560
x + y = 36 — (1) y = 16
895x + 618y = 28 065 — (2) Substitute y = 16 into (3):
From (1), y = 36 – x — (3) 120x + 55(16) = 2680
Substitute (3) into (2): 120x + 880 = 2680
895x + 618(36 – x) = 28 065 120x = 1800
895x + 22 248 – 618x = 28 065 x = 15
277x = 5817 Amount to pay for 140 minutes of talk time
x = 21 = 120 × 15 + (140 – 120) × 16
Substitute x = 21 into (3): = 2120 cents
y = 36 – 21 = $21.20
= 15 \ The amount Ethan has to pay is $21.20.
\ The vendor buys 21 smartphones and 15 tablet computers. 17. Let the number of students in class 2A be x.
14. Let the cost of 1 cup of ice-cream milk tea be $x and the number of students in class 2B be y.
and the cost of 1 cup of citron tea be $y. 72x + 75y = 75(73.48)
5x + 4y = 26.8 — (1) = 5511 — (1)
7x + 6y = 38.6 — (2) x + y = 75 — (2)
3 × (1): 15x + 12y = 80.4 — (3) From (2), y = 75 – x  — (3)
2 × (2): 14x + 12y = 77.2 — (4) Substitute (3) into (1):
(3) – (4): 72x + 75(75 – x) = 5511
(15x + 12y) – (14x + 12y) = 80.4 – 77.2 72x + 5625 – 75x = 5511
15x + 12y – 14x – 12y = 3.2 3x = 114
x = 3.2 x = 38
Substitute x = 3.2 into (1): Substitute x = 38 into (3):
5(3.2) + 4y = 26.8 y = 75 – 38
16 + 4y = 26.8 = 37
6y = 10.8 \ Class 2A has 38 students and class 2B has 37 students.
y = 2.7
Difference in cost = $3.20 – $2.70
= $0.50
\ The difference in cost is $0.50.

1 36
Challenge Yourself Substitute x = 2 into (1):
11(2)2 + 13y3 = 395
1. (i) px – y = 6 — (1)
44 + 13y3 = 395
8x – 2y = q — (2)
13y3 = 351
From (1), 2px – 2y = 12
y3 = 27
For the simultaneous equations to have an infinite number of
y = 3
solutions, the two equations should be identical.
\ The solution is x = 2 and y = 3.
2p = 8
4. (i) Let the number of spiders be x, the number of dragonflies be y
p = 4
and the number of houseflies be z.
q = 12
x + y + z = 20 — (1)
(ii) For the simultaneous equations to have no solution, the two
8x + 6y + 6z = 136 — (2)
equations should have no point of intersection.
2y + z = 19 — (3)
\ p = 4, q ≠ 12
From (3), z = 19 – 2y — (4)
(iii) For the simultaneous equations to have a unique solution, the two
Substitute (4) into (1):
equations should have one and only one point of intersection.
x + y + 19 – 2y = 20
\ p ≠ 4 and q is any real number.
y = x – 1  — (5)
4 15
2. + = 15 — (1) Substitute (4) into (2):
x y
6 8x + 6y + 6(19 – 2y) = 136
7
– = 3 — (2) 8x + 6y + 114 – 12y = 136
5x y
From (1), 4y + 15x = 15xy — (3) 8x – 6y = 22
From (2), 7y – 30x = 15xy — (4) 4x – 3y = 11 — (6)
(3) = (4): Substitute (5) into (6):
4y + 15x = 7y – 30x 4x – 3(x – 1) = 11
3y = 45x 4x – 3x + 3 = 11
y = 15x — (5) x = 8
Substitute (5) into (1): \ The number of spiders is 8.
4 15 (ii) From (i),
+ = 15 Substitute x = 8 into (5):
x 15 x
4 1 y = 8 – 1
+ = 15
x x =7
5 \ The number of dragonflies is 7.
= 15
x (iii) From (i) and (ii),
1 Substitute y = 7 into (4):
x =
3 z = 19 – 2(7)
1 =5
Substitute x = into (5):
3 \ The number of houseflies is 5.
1
y = 15 5. Let the number of roosters be r, the number of hens be h and the
3
number of chicks be c.
= 5
r + h + c = 100 — (1)
1
\ The solution is x = and y = 5. c
3 5r + 3h + = 100 — (2)
3
3. Let the first number be x and the second number of y.
3 × (2): 15r + 9h + c = 300 — (3)
11x2 + 13y3 = 395 — (1)
(3) – (1):
26y3 – 218 = 121x2 — (2)
(15r + 9h + c) – (r + h + c) = 300 – 100
2 × (1): 22x2 + 26y3 = 790 — (3)
15r + 9h + c – r – h – c = 200
(3) – (2):
14r + 8h = 200
(22x2 + 26y3) – (26y2 – 218) = 790 – 121x2
7r + 4h = 100
22x2 + 26y3 – 26y3 + 218 = 790 – 121x2
100 – 7 r
143x2 = 572 \ h =
4
x2 = 4
7r
x = 2 (x > 0) = 25 –
4
Since h is a positive integer, by divisibility, r must be a multiple
of 4.

37 1
 7r
25 –
> 0
4
7r
< 25
4
7r < 100
2
r < 14
7
\ Possible values of r = 4, 8 and 12

r h c r+h+c
4 18 78 100
8 11 81 100
12 4 84 100

\ The farmer can buy 4 roosters, 18 hens and 78 chicks, 8 roosters,
11 hens and 81 chicks or 12 roosters, 4 hens and 84 chicks.

1 38
 Chapter 2 Pythagoras’ Theorem
TEACHING NOTES
Suggested Approach
There are many ways of proving the Pythagoras’ Theorem. An unofficial tally shows more than 300 ways of doing this. Teachers
may use this opportunity to ask students to do a project of finding the best or the easiest method of doing this and get the students
to present them to their class (see Performance Task on page 262).

Students should be able to easily recall the previous lesson on similar triangles and apply their understanding in this chapter.

Section 2.1: Pythagoras’ Theorem

Students are expected to know that the longest side of a right-angled triangle is known as the hypotenuse.
The condition that the triangle must be a right-angled triangle has to be highlighted.

Teachers may wish to prove the Pythagoras’ Theorem by showing the activity on the pages 260 and 261 (see
Investigation: Pythagoras’ Theorem – The Secret of the Rope-Stretchers). Again, it is important to state the
theorem applies only to right-angled triangles. The theorem does not hold for other types of triangles.

Section 2.2: Applications of Pythagoras’ Theorem in Real-World Contexts

There are many real-life applications of Pythagoras’ Theorem which the teachers can show to students. The
worked examples and exercises should be more than enough for students to appreciate how the theorem is
frequently present in real-life. Teachers should always remind students to check before applying the theorem,
that the triangle is a right-angled triangle and that the longest side refers to the hypotenuse.

Section 2.3: Converse of Pythagoras’ Theorem

Worked Example 8 provides an example of the converse of Pythagoras’ Theorem. Some students should find the
converse of the theorem easily manageable while teachers should take note of students who may have difficulty
in following. Students should be guided of the importance of giving reasons to justify their answers.

Challenge Yourself
Question 2 requires the arrangement of 3 right-angled triangles such that their hypotenuses form another triangle.
Students should be able to do the rest of the questions if they have understood Pythagoras’ Theorem.

39 1
WORKED SOLUTIONS Since nACB is similar to nCPB,
Investigation (Pythagoras’ Theorem – The Secret of the AB CB
=
Rope-Stretchers) CB PB
c a
i.e. =
Part l: a k
In all 3 triangles, AB is the hypotenuse. a2 = ck — (2)
1, 2, 3, 4. (1) + (2): b2 + a2 = ch + ck
BC AC AB BC2 AC2 AB2 BC2 + AC2 = c(h + k)
(a) 3 cm 4 cm 5 cm 9 cm2 16 cm2 25 cm2 25 cm2 = c2
\a +b =c
2 2 2
(b) 6 cm 8 cm 10 cm 36 cm 2
64 cm 2
100 cm 2
100 cm2
Proof 2: (Using four right-angled triangles)
(c) 5 cm 12 cm 13 cm 25 cm2 144 cm2 169 cm2 169 cm2
b
Table 8.1
The value of AB2 in table 8.1 is the same as the value of BC2 + AC2.
c
Part II:
b a
5. In nABC, AB is the hypotenuse. a c
6. Any 6 sets of values of BC, AC and AB can be used. Teachers may
wish to have students attempt to get integer values for all 3 sides of
the triangle.
7. The value of AB2 in table 8.2 is the same as the value of BC2 + AC2.

Performance Task (Page 59) a

Even though Pythagoras’ Theorem was long known years before
Pythagoras’ time, the theorem was credited to him as he was widely b
c c
believed to be the first to provide a proof of it, which is shown in Fig. 8.5. a

The Babylonians knew about the theorem by the Pythagorean triplets

stated found in their remaining text that survived till this day. The
Indians were able to list down the Pythagorean triplets, along with a b

geometrical proof of the Pythagoras’ Theorem for a regular right-angled We can arrange the four triangles to form the following diagram.
triangle.

The Chinese stated the theorem as the ‘Gougu theorem’ listed in the c
Chinese text ‘Zhou Bi Suan Jing’ published around the first century b
a
B.C. It was also known alternatively as ‘Shang Gao Theorem’, after
the Duke of Zhou’s astronomer and mathematician, and where the
reasoning of Pythagoras’ Theorem in ‘Zhou Bi Suan Jing’ came from.
Some proofs of Pythagoras’ Theorem are as follows.

Proof 1: (Using Similar Triangles)

A

h P
c The diagram is a large square of length c units, with a smaller square of
b
length (a – b) units.
k
∴ Area of large square = 4 × area of a triangle + area of small square
1
C a B c2 = 4 ×
× a × b + (a – b)
2

2
ACB = BPC = APC = 90° = 2ab + a2 – 2ab + b2
Since nACB is similar to nAPC, = a2 + b2
AB AC \a +b =c
2 2 2

=
AC AP
c b
i.e. =
b h
b2 = ch — (1)

1 40
Proof 3: (Using a trapezium) Practise Now 1
a
C B 1. In nABC, /C = 90°.
B Using Pythagoras’ Theorem,
AB2 = BC2 + AC2
b c
a c = 82 + 62
= 64 + 36
C A = 100
b
A \ AB = 100 (since AB > 0)
By rotating nABC 90° clockwise, and placing the second triangle on = 10 cm
top of the first one, we can get the following trapezium. 2. In nABC, /C = 90°.
a Using Pythagoras’ Theorem,
E D
AB2 = BC2 + AC2
= 72 + 242
b c
= 49 + 576
= 625
\ AB = 625 (since AB > 0)
B
= 25 cm

a c Practise Now 2

C A 1. In nPQR, /R = 90°.
b
Using Pythagoras’ Theorem,
First, we show that ABD = 90°. PQ2 = QR2 + PR2
ABC + BAC = 180° – 90° = 90° (sum of  in nABC) 152 = 122 + PR2
BDE + DBE = 180° – 90° = 90° (sum of  in nBDE) PR2 = 152 – 122
Since BAC = DBE, = 225 – 144
ABC + DBE = 90° = 81
∴ ABD = 180° – 90° (adj. s on a str. line)
\ PR = 81 (since PR > 0)
= 90°
Area of trapezium = 2 × Area of nABC + Area of nABD = 9 m
1 1 1 2. In nPQR, /R = 90°.
× (a + b) × (a + b) = 2 × ×a×b + ×c×c Using Pythagoras’ Theorem,
2 2 2
1 1 PQ2 = QR2 + PR2
(a + b)2 = ab + c2
2 2 352 = QR2 + 282
(a + b)2 = 2ab + c2 QR2 = 352 – 282
c2 = (a + b)2 – 2ab = 1225 – 784
= a2 + 2ab + b2 – 2ab = 441
= a2 + b2 \ QR = 441 (since QR > 0)
\ a2 + b2 = c2
= 21 cm

Practise Now (Page 56)

Practise Now 3
(a) AB is the hypotenuse.
1. (i) In nABQ, /B = 90°.
(b) DE is the hypotenuse.
Using Pythagoras’ Theorem,
(c) PQ is the hypotenuse.
AQ2 = BQ2 + AB2
52 = BQ2 + 32
BQ2 = 52 – 32
= 25 – 9
= 16
\ BQ = 16 (since PR > 0)
= 4 cm

41 1
 (ii) In nABC, /B = 90°. Practise Now 4
Using Pythagoras’ Theorem,
1. Let the length of the cable be x m.
AC2 = CB2 + AB2
Using Pythagoras’ Theorem,
= (4 + 4)2 + 32
x2 = 242 + 142
= 82 + 32
= 576 + 196
= 64 + 9
= 772
= 73
\ x = 772 (since x > 0)
\ AC = 73 (since AC > 0)
= 27.8 (to 3 s.f.)
= 8.54 cm (to 3 s.f.)
The cable is 27.8 m.
2. (i) In nGHI, /I = 90°.
2. Let the vertical height the ladder reached be x m.
Using Pythagoras’ Theorem,
Using Pythagoras’ Theorem,
GH 2 = HI 2 + GI 2
2.52 = x2 + 1.52
612 = HI2 + 112
x2 = 2.52 – 1.52
HI 2 = 612 – 112
= 6.25 – 2.25
= 3721 – 121
= 4
= 3600

\ x = 4 (since x > 0)
\ HI = 3600 (since HI > 0)
= 2
= 60 cm
The ladder reaches 2 m up the wall.
(ii) In nGRI, /I = 90°.
Using Pythagoras’ Theorem,
Practise Now 5
GR2 = RI 2 + GI 2
= (60 – 21)2 + 112 1. T
= 392 + 112
= 1521 + 121
= 1642 14 m
\ GR = 1642 (since GR > 0)
= 40.5 cm (to 3 s.f.)
3. (i) In nHKR, /R = 90°.
Using Pythagoras’ Theorem, N M
HK 2 = KR2 + HR2 1.8 m
O X
192 = 132 + HR2 10 m
HR2 = 192 – 132 Let the height of the tree be OT.
= 361 – 169 In nTNM, /N = 90°
= 192 Using Pythagoras’ Theorem,
\ HR = 192 (since HR > 0) TM 2 = MN 2 + TN 2
142 = 102 + TN 2
= 13.9 cm
TN 2 = 142 – 102
(ii)
In nPQR, /R = 90°.
= 196 – 100
Using Pythagoras’ Theorem,
= 96
PQ2 = QR2 + PR2
332 = (QK + 13)2 + (6 + 13.86)2 \ TN = 96 (since TN > 0)
= (QK + 13)2 + 19.862 = 9.798 m (to 4 s.f.)
(QK + 13)2 = 332 – 19.862 \ OT = 9.798 + 1.8
= 694.58 = 11.6 m (to 3 s.f.)
\ QK + 13 = ± 694.58 The height of the tree is 11.6 m.

QK = –13 ± 694.58
QK = 13.4 cm (to 3 s.f.) or QK = –39.4 cm (to 3 s.f.)
(rejected, since QK > 0)

1 42
Practise Now 6 Practise Now 8
1. In nABD, /A = 90°. 1. (a) AB is the longest side of nABC.
Using Pythagoras’ Theorem, AB2 = 122
BD2 = DA2 + BA2 = 144
(2x + 18)2 = x2 + (2x + 12)2 BC2 + AC2 = 102 + 82
4x2 + 72x + 324 = x2 + 4x2 + 48x + 144 = 100 + 64
x2 – 24x – 180 = 0 = 164
(x – 30)(x + 6) = 0 Since AB2 ≠ BC2 + AC2, nABC is not a right-angled triangle.
x = 30  or  x = –6 (b) PQ is the longest side of nPQR.
\ x = 30 (since x > 0) PQ2 = 342
= 1156
Practise Now 7 QR2 + PR2 = 162 + 302
= 256 + 900
(i) AB = 10 × 1.2 = 12 km
= 1156
BC = 10 × 1.7 = 17 km
Since PQ2 = QR2 + PR2, nPQR is a right-angled triangle
A
where /R = 90°.
2. (i) XZ is the longest side in nXYZ.
12 km
XZ 2 = 512
B C
17 km = 2601
XY 2 + YZ 2 = 452 + 242
18 km
= 2025 + 576
E D
= 2601
M
38 km Since XZ 2 = XY  2 + YZ 2, nXYZ is a right-angled triangle

where /XYZ = 90°.
In nABC, /B = 90°.
(ii) In XYT, /Y = 90°
Using Pythagoras’ Theorem,
Using Pythagoras’ Theorem,
AC2 = CB2 + AB2
TX 2 = XY 2 + TY 2
= 172 + 122
= 452 + (24 – 14)2
= 289 + 144
= 452 + 102
= 433
= 2025 + 100
\ AC = 433 (since AC > 0) = 2125
= 20.8 km (to 3 s.f.) \ TX = 2125 (since TX > 0)
The shortest distance between Port A and Jetty C is 20.8 km.
= 46.1 m (to 3 s.f.)
(ii) Draw a perpendicular line from B to DE cutting DE at M.
The distance of the tree from X is 46.1 m.
In nAEM, /M = 90°.
AM = 12 + 18
Exercise 2A
= 30 km
EM = 38 – 17 1. (a) Using Pythagoras’ Theorem,
= 21 km a2 = 202 + 212
Using Pythagoras’ Theorem, = 400 + 441
AE2 = EM2 + AM2 = 841
= 212 + 302 \ a = 841 (since a > 0)
= 441 + 900
= 29
= 1341
(b) Using Pythagoras’ Theorem,
\ AE = 1341 (since AE > 0) b2 = 122 + 352
= 36.6 km (to 3 s.f.) = 144 + 1225
The shortest distance between Port A and Island E is 36.6 km. = 1369
\ b = 1369 (since b > 0)
= 37

43 1
 (c) Using Pythagoras’ Theorem, 4. In nDEF, /E = 90°.
c2 = 102 + 122 Using Pythagoras’ Theorem,
= 100 + 144 DF2 = EF2 + DE2
= 244 = 5.52 + 6.72
\ c = 244 (since c > 0) = 30.25 + 44.89
= 75.14
= 15.6 (to 3 s.f.)
(d) Using Pythagoras’ Theorem, \ DF = 75.14 (since DF > 0)
d2 = 232 + 292 = 8.67 m (to 3 s.f.)
= 529 + 841 5. In nGHI, /H = 90°.
= 1370 Using Pythagoras’ Theorem,
\ d = 1370 (since d > 0) GI2 = HI2 + GH2
652 = HI2 + 332
= 37.0 (to 3 s.f.)
HI2 = 652 – 332
2. (a) Using Pythagoras’ Theorem,
= 4225 – 1089
392 = a2 + 152
= 3136
a2 = 392 – 152
= 1521 – 225 \ HI = 3136 (since HI > 0)
= 1296 = 56 cm
\ a = 1296 (since a > 0) 6. In nMNO, /N = 90°.
Using Pythagoras’ Theorem,
= 36
MO2 = MN2 + NO2
(b)
Using Pythagoras’ Theorem,
14.22 = MN2 + 112
192 = b2 + 142
MN2 = 14.22 – 112
  b2 = 192 – 142
= 201.64 – 121
= 361 – 196
= 80.64
= 165
\ MN = 80.64 (since MN > 0)
\ b = 165 (since b > 0)
= 8.98 cm (to 3 s.f.)
= 12.8 (to 3 s.f.)
7. (i) In nPQS, /Q = 90°.
(c) Using Pythagoras’ Theorem,
Using Pythagoras’ Theorem,
9.82 = c2 + 6.52
PS2 = PQ2 + QS2
c2 = 9.82 – 6.52
532 = 452 + QS2
= 96.04 – 42.25
QS2 = 532 – 452
= 53.79
= 2809 – 2025
\ c = 53.79 (since c > 0) = 784
= 7.33 (to 3 s.f.) \ QS = 784 (since QS > 0)
(d) Using Pythagoras’ Theorem,
= 28 cm
24.7­
2
= d2 + 14.52
(ii) In nQRS, /S = 90°.
d = 24.72 – 14.52
2

Using Pythagoras’ Theorem,

= 610.09 – 210.25
QR2 = QS2 + SR2
= 399.84
302 = 282 + SR2
\ d = 399.84 (since d > 0) SR2 = 302 – 282
= 20.0 (to 3 s.f.) = 900 – 784
3. In nABC, /B = 90°. = 116
Using Pythagoras’ Theorem, \ SR = 116 (since QS > 0)
AC2 = AB2 + BC2
= 10.8 cm (to 3 s.f.)
= 82 + 152
= 64 + 225
= 289
\ AC = 289 (since AC > 0)
= 17 cm

1 44
8. H is the midpoint of UV. (c)
15.4
\ HV = = 7.7 m
2
19 cm
TV = 9.6 m (isos. nTUV) x cm c cm
In nTHV, /H = 90°.
Using Pythagoras’ Theorem,
TV2 = TH2 + HV2 8 cm 6 cm

9.62 = TH2 + 7.72 Let the unknown side be x cm.
TH2 = 9.62 – 7.72 Using Pythagoras’ Theorem on the larger right-angled triangle,
= 92.16 – 59.29 192 = x2 + (8 + 6)2
= 32.87 192 = x + 142
\ TH = 32.87 (since TH > 0) x2 = 192 – 142
= 5.73 m (to 3 s.f.) = 361 – 196
9. (a) = 165
Using Pythagoras’ Theorem on the smaller right-angled triangle,
a cm 34 cm
x cm c2 = x2 + 82
= 165 + 64

30 cm = 229
Let the unknown side be x cm. \ c = 229 (since c > 0)
Using Pythagoras’ Theorem on the right-angled triangle on the = 15.1
right, (d)
342 = x2 + 302
x2 = 342 – 302
30 cm 26 cm
= 1156 – 900 24 cm
= 256
Using Pythagoras’ Theorem on the right-angled triangle on the
d cm
left, x cm y cm

a2 = x2 + x2
Let the two unknown sides be x cm and y cm.
= 256 + 256
Using Pythagoras’ Theorem on the right-angled triangle on the
= 512
left,
\ a = 512 (since a > 0)
302 = x2 + 242
= 22.6 (to 3 s.f.) x2 = 302 – 242
(b) = 900 – 576
41 cm = 324
9 cm
b cm Using Pythagoras’ Theorem on the right-angled triangle to the
right,
x cm 262 = y2 + 242
Let the unknown side be x cm. y2 = 262 – 242
Using Pythagoras’ Theorem on the larger right-angled triangle, = 676 – 576
412 = (x + x)2 + 92 = 100
(2x)2 = 412 – 92 \ d = x + y
4x2 = 1681 – 81 = 324 + 100 (since x, y > 0)
4x2 = 1600 = 18 + 10
x2 = 400 = 28
Using Pythagoras’ Theorem on the smaller right-angled triangle,
b2 = x2 + 92
= 400 + 81
= 481
\ b = 481 (since b > 0)
= 21.9 (to 3 s.f.)

45 1
 (e) Using Pythagoras’ Theorem on the smaller right-angled triangle,
d 2 = (4c)2 + 252
40 cm e cm
32 cm = 16c2 + 625
128
= 16 + 625
7
55 cm
x cm 4
= 917
7
Let the unknown side be x cm. 4
Using Pythagoras’ Theorem on the right-angled triangle on \ d = 917 (since d > 0)
7
the left, = 30.3
402 = x2 + 322 (c)
x2 = 402 – 322 5e cm
f cm
= 1600 – 1024
= 576 x cm
\ x = 576 (since x > 0) 22 cm 4e cm
= 24 27 cm
Using Pythagoras’ Theorem on the right-angled triangle on the
32 cm
right,
e2 = (55 – x)2 + 322 Using Pythagoras’ Theorem on the right-angled triangle with
= (55 – 24)2 + 322 side 32 cm,
= 312 + 322 322 = 272 + (4e)2
= 961 + 1024 16e2 = 322 – 272
= 1985 = 1024 – 729
= 295
\ e = 1985 (since e > 0)
295
= 44.6 (to 3 s.f.) e2 =
16
10. (a) Using Pythagoras’ Theorem on the right-angled triangle with 295
one side 27 cm, \ e = (since e > 0)
16
(2a + a)2 = 362 + 272 = 4.29 (to 3 s.f.)
(3a)2 = 1296 + 729 Let the unknown side be x cm.
9a2 = 2025 Using Pythagoras’ Theorem on the right-angled triangle with
a2 = 225 side 22 cm,
\ a = 225 (since a > 0) 272 = x2 + 222
= 15 x2 = 272 – 222
Using Pythagoras’ Theorem on the right-angled triangle with = 729 – 484
one side a cm, = 245
b2 = a2 + 602 Using the Pythagoras’ Theorem on the right-angled triangle
= 225 + 3600 with side 5e cm,
= 3825 (5e)2 = f 2 + x2
25e2 = f 2 + 245
\ b = 3825 (since b > 0)
295
= 61.8 25 = f 2 + 245
16
(b)
Using Pythagoras’ Theorem on the larger right-angled triangle, 295
f 2 = 25 – 245
392 = (3c + 4c)2 + 252 16
(7c)2 = 392 – 252 15

= 215
49c2 = 1521 – 625 16
49c2 = 896 15
\ f = 215 (since f > 0)
128 16
c = 2

7 = 14.7 (to 3 s.f.)

128
\ c = (since c > 0)
7
= 4.28 (to 3 s.f.)

1 46
 (d) 12. In nHBK, /B = 90°.
7 cm
Using Pythagoras’ Theorem,
HK2 = BK2 + BH2
7 cm
a cm
222 = BK2 + 152
35 cm BK2 = 222 – 152
7 cm b cm = 484 – 225
= 259
c cm
\ BK = 259 (since BK > 0)
7 cm
= 16.09 cm (to 4 s.f.)
g cm In nABC, /B = 90°.
Let the unknown sides be a cm, b cm and c cm. Using Pythagoras’ Theorem,
Using Pythagoras’ Theorem, AC2 = AB2 + BC2
352 = a2 + 72 432 = (AH + 15)2 + (16.09 + 19)2
a2 = 352 – 72 (AH + 15)2 = 432 – 35.092
b2 + 72 = 35 – 72 AH + 15 = 432 – 35.09 2
b2 = 352 – 72 – 72
\ AH = –15 + 432 – 35.09 2
c2 + 72 = 352 – 72 – 72
c2 = 352 – 72 – 72 – 72 = 9.85 cm (to 3 s.f.)
g2 + 72 = 352 – 72 – 72 – 72 or
g2 = 352 – 72 – 72 – 72 – 72 AH + 15 = – 432 – 35.09 2
= 1225 – 49 – 49 – 49 – 49
AH = –15 –
432 – 35.09 2
= 1029
= –39.9 cm (to 3 s.f.)
\ g = 1029 (since g > 0)
(rejected, since AH > 0)
= 32.1 (to 3 s.f.) 13. In nEPF, /P = 90°.
11. (i) In nWXY, /Y = 90°. Using Pythagoras’ Theorem,
Using Pythagoras’ Theorem, EF2 = PF2 + PE2
WX 2 = XY 2 + WY 2 232 = 132 + PE2
(18 + 14)2 = XY2 + 242 PE2 = 232 – 132
XY 2 = 322 – 242 = 529 – 169
= 1024 – 576 = 360
= 448
PE = 360 (since PE > 0)
XY = 448 (since XY > 0)
= 18.97 m (to 4 s.f.)
= 21.17 m (to 4 s.f.) In nDPE, /DPE = 180° – 90° (adj. /s on a str. line)
\ YQ = XY – QX = 90°
= 21.17 – 9.8 Using Pythagoras’ Theorem,
= 11.4 m (to 3 s.f.) DE2 = PD2 + PE2
(ii) In nXPY, /P = 180° – 90° (adj. /s on a str. line) 312 = PD2 + 360
= 90° PD = 312 – 360
Using Pythagoras’ Theorem, = 961 – 360
XY2 = YP2 + XP2 = 601
448 = YP2 + 142
PD = 601 (since PD > 0)
YP = 448 – 142
2

= 448 – 196 = 24.52 m (to 4 s.f.)

= 252 In nDGF, /G = 90°
Using Pythagoras’ Theorem,
YP = 252 (since YP > 0)
DF2 = FG2 + DG2
= 15.87 m (to 4 s.f.) (24.52 + 13)2 = FG2 + 322
1 FG2 = (24.52 + 13)2 – 322
\ Area of nXPY = × 14 × 15.87
2
= 111 m2 (to 3 s.f.) FG = (24.52 + 13)2 – 32 2 (since FG > 0)
= 19.59 m (to 4 s.f.)

47 1
 \ Area of the figure 6. Let the length of the cable be x m.
= Area of nEPF + Area of nDPE + Area of nDGF Using Pythagoras’ Theorem,
1 1 1 x2 = 162 + (37 – 302)
= × 13 × 18.97 × × 24.52 × 18.97 + × 32 × 19.59
2 2 2 = 162 + 72
= 669 m (to 3 s.f.)
2
= 256 + 49
= 305
Exercise 2B \ x = 305 (since x > 0)
1. Let the length of each cable be x m. = 17.5 (to 3 s.f.)
Using Pythagoras’ Theorem, The length of the cable is 17.5 m.
x2 = 472 + 182 7. In nAED, /E = 90°.
= 2209 + 324 Using Pythagoras’ Theorem,
= 2533 AD2 = DE2 + AE2
\ x = 2533 (since x > 0) = 82 + 82
= 50.3 (to 3 s.f.) = 64 + 64
The length of each cable is 50.3 m, = 128
2. Let the length of the barricade be x m. AD = 128 (since AD > 0)
Using Pythagoras’ Theorem, = 11.31 (to 4 s.f.)
x2 = 502 + 502 In nBCD, /C = 90°.
= 2500 + 2500 Using Pythagoras’ Theorem,
= 5000 DB2 = BC2 + DC2
\ x = 5000 (since x > 0) = 142 + 142
= 70.7 (to 3 s.f.) = 196 + 196
The length of the barricade is 70.7 m. = 392
3. Let the distance Ethan has to swim be x m. DB = 392 (since DB > 0)
Using Pythagoras’ Theorem, = 19.80 (to 4 s.f.)
x2 = 502 + 302 \ Total length = 11.31 + 19.80
= 2500 + 900 = 31.1 cm (to 3 s.f.)
= 3400 The total length is 31.1 cm.
\ x = 3400 (since x > 0) 8. The diagonals of a rhombus bisect each other and are at right angles
= 58.3 (to 3 s.f.) to each other.
The distance Ethan has to swim is 58.3 m. Let the length of each side of the coaster be x cm.
4. Let the vertical height the ladder reached be x m. Using Pythagoras’ Theorem,
2 2
Using Pythagoras’ Theorem, 10 24
x2 = +
52 = x2 + 1.82 2 2
x2 = 52 – 1.82 = 52 + 122
= 25 – 3.24 = 25 + 144
= 21.76 = 169
\ x = 21.76 (since x > 0) \ x = 169 (since x > 0)
= 4.66 (to 3 s.f.) = 13
The ladder reaches 4.66 m up the wall. The length of each side of the coaster is 13 cm.
5. Let the width of the screen be x inches. 9. (i) In nBKQ, /B = 90°.
Using Pythagoras’ Theorem, Using Pythagoras’ Theorem,
302 = x2 + 182 KQ2 = BQ2 + BK2
x2 = 302 – 182 212 = BQ2 + 17.22
= 900 – 324 BQ2 = 212 – 17.22
= 576 = 441 – 295.84
\ x = 576 (since x > 0) = 145.16

= 24 \ BQ = 145.16 (since BQ > 0)

The width of the screen is 24 inches. = 12.0 m (to 3 s.f.)
The height above the ground at which the spotlight Q is mounted,
BQ, is 12.0 m.

1 48
 (ii) In nBHP, /B = 90°. 12. The side (x + 2) cm is the longest side.
Using Pythagoras’ Theorem, Using Pythagoras’ Theorem,
HP2 = BP2 + BH2 (x + 2)2 = x2 + (x + 1)2
392 = (12.05 + 12.7)2 + BH2 x + 4x + 4 = x2 + x2 + 2x + 1
2

BH2 = 392 – 24.752 x2 – 2x – 3 = 0

BH = 39 2 – 24.75 2 (since BH > 0) (x – 3)(x + 1) = 0
\ x = 3 or x = –1 (rejected, since x > 0)
= 30.14 m (to 4 s.f.)
The value of x is 3.
\ HK = BH – BK
13. (i) HL = 9 – 2 = 7 cm
= 30.14 – 17.2
OL = 6 cm
= 12.9 m (to 3 s.f.)
In nHLO, /L = 90°.
The distance between the projections of the light beams, HK,
Using Pythagoras’ Theorem,
is 12.9 m.
OH2 = HL2 + OL2
10. (i) In nPQR, /Q = 90°.
= 72 + 62
Using Pythagoras’ Theorem,
= 49 + 36
PR2 = RQ2 + PQ2
= 85
= 1.12 + 4.22
= 1.21 +17.64 \ OH = 85 (since OH > 0)
= 18.85 = 9.22 cm (to 3 s.f.)
\ PR = 18.85 (since PR > 0) The length of the zip is 9.22 cm.
(ii) In nHMN, /M = 90°.
= 4.34 m (to 3 s.f.)
Using Pythagoras’ Theorem,
The length of the pole is 4.34 m.
HN2 = NM2 + HM2
(ii) In nXQY, /Q = 90°.
= 62 + 22
Using Pythagoras’ Theorem,
= 36 + 4
XY 2 = QY 2 + QX2
= 40
18.85 = (YR + 1.1) + (4.2 – 0.9)
2 2

Let the length of NK be x cm,

(YR + 1.1)2 = 18.85 – 3.32
the length of OK be y cm.
YR + 1.1 = ± 18.85 – 3.32
In nHKN, /K = 90°.
\ YR = –1.1 + 18.85 – 3.32 Using Pythagoras’ Theorem,
YR = 1.72 m (to 3 s.f.) HN2 = NK2 + HK2
or x2 + HK2 = 40
YR = –1.1 – 18.85 – 3.3 2
HK2 = 40 – x2
YR = –3.92 m (to 3 s.f.) ( 85 – OK)2 = 40 – x2
(rejected, since YR > 0)
85 – 2 85 y + y2 = 40 – x2
The distance, YR, is 1.72 m.
11. In nFGH, /G = 90°. y2 = 2 85 y – 45 – x2
Using Pythagoras’ Theorem, In nOKN, /K = 180° – 90° (adj. /s on a str. line)
FH2 = GH2 + GF2 = 90°
(4x + 1)2 = (x + 1)2 + (3x + 6)2 Using Pythagoras’ Theorem,
16x + 8x + 1 = x2 + 2x + 1 + 9x2 + 36x + 36
2
ON2 = NK2 + OK2
6x2 – 30x – 36 = 0 92 = x2 + y2
x2 – 5x – 6 = 0 81
= x2 + 2 85 y – 45 – x2
(x – 6)(x + 1) = 0
x = 6 or x = –1
2 85 y = 126
When x = 6, When x = –1, 63
y =
FG = 3(6) + 6 FG = 3(–1) + 6 85
= 24 m = 3 m \ y = 2 85 y – 45 – x2
2

GH = 6 + 1 GH = –1 + 1
= 7 m = 0 m
x = –1 is rejected since GH > 0.
\ Area of campsite = 24 × 7
= 168 m2
The area of the campsite is 168 m2.

49 1
 2
63 (c) (i) Length of each side of table
63
= 2 85 – 45 – x2 132
85 85 =
3969 3
x = 126 – 45 –
2
= 44 cm
85
26 (ii) The height of the equilateral triangle bisects the side
= 34
35 opposite it.
26 Let the height of the equilateral triangle be h cm.
\ x = 34
(since x > 0) Using Pythagoras’ Theorem,
85
2
= 5.86 (to 3 s.f.) 44
442 = h2 +
The length of the second zip is 5.86 cm. 2
6 h2 = 442 – 222
14. Distance travelled due North = 40 × = 1936 – 484
60
= 4 km = 1452
12
h = 1452 (since h > 0)
Distance travelled due South = 30 ×
60 = 38.11 (to 4 s.f.)
= 6 km
1
10 km
Area of tabletop = × 44 × 38.11
2
= 838 cm2 (to 3 s.f.)
(d) The tabletop in the shape of a circle should be chosen since it
4 km
has the greatest area.
6 km

Exercise 2C
x km
1. (a) AC is the longest side of nABC.
Let the shortest distance be x km. AC2 = 652
Using Pythagoras’ Theorem, = 4225
x2 = 102 + (6 – 4)2 AB2 + BC2 = 162 + 632
= 100 + 4 = 256 + 3969
= 104 = 4225
Since AC2 = AB2 + BC2, nABC is a right-angled triangle where
\ x = 104 (since x > 0)
/B = 90°.
= 10.2 (to 3 s.f.) (b) EF is the longest side of nDEF.
The shortest distance between the courier and his starting point EF2 = 272
is 10.2 km. = 729
15. (a) (i) Length of each side of square tabletop DF2 + DE2 = 212 + 242
132 = 441 + 576
=
4 = 1017
= 33 cm
Since EF2 ≠ DF2 + DE2, nDEF is not a right-angled triangle.
(ii) Let the radius of the round tabletop be r cm.
(c) GH is the longest side in nGHI.
2pr = 132
GH2 = 7.52
22
2 × × r = 132 = 56.25
7
HI2 + GI2 = 7.12 + 2.42
\ r = 21
= 50.41 + 5.76
The radius is 21 cm.
= 56.17
(b) Area of square tabletop = 332
Since GH2 ≠ HI2 + GI2, nGHI is not a right-angled triangle.
= 1089 cm2
Area of round tabletop = pr2
22
= × 212
7
= 1386 cm2

1 50
 (d) MN is the longest side in nMNO. To show Jun Wei stops at X is to show RX is perpendicular to QS.
2
5 We need to show nSXR and nQXR are right-angled triangles.
MN2 =
13 RS is the longest side in nSXR.
25 RS2 = 402
=
169 = 1600
2 2
3 4 SX2 + RX2 = 322 + 242
NO2 + MO2 = +
13 13
= 1024 + 576
9 16 = 1600
= +
169 169
Since RS2 = SX2 + RX2, nSXR is a right-angled triangle where
25
= /X = 90°.
169
QR is the longest side in nQXR.
Since MN2 = NO2 + MO2, nMNO is a right-angled triangle where
QR2 = 302
/O = 90°.
= 900
2. PR is the longest side is nPQR.
RX2 + QX2 = 242 + 182
PR2 = 302
= 576 + 324
= 900
= 900
PQ + QR2 = 192 + 242
2

Since QR2 = RX2 + QX2, nQXR is a right-angled triangle where

= 361 + 576
/X = 90°.
= 937
\ Jun Wei stops at X.
Since PR2 ≠ PQ2 + QR2, nPQR is not a right-angled triangle.
5. Since m and n are positive integers,
7
3. ST = cm m2 + n2 > m2 – n2
12
5 10 Also,
TU = cm = cm (m – n)2 > 0
6 12
1 4 m – 2mn + n2 > 0
2

SU = cm = cm
3 12 m2 + n2 > 2mn
TU is the longest side in nSTU. c is the longest side in the triangle.
2
10 c2 = (m2 + n2)
TU2 =
12 = m4 + 2m2n2 + n4
100 a2 + b2 = (m2 – n2)2 + (2mn)2
=
144 = m4 – 2m2n2 + n4 + 4m2n2
2 2
4 7 = m4 + 2m2n2 + n4
SU2 + ST2 = +
12 12
Since c2 = a2 + b2, then the triangle is a right-angled triangle.
16 49
= +
144 144
Review Exercise 2
65
=
144 1. (a) Using Pythagoras’ Theorem,
Since TU2 ≠ SU2 + ST 2, nSTU is not a right-angled triangle. a2 = 6.32 + 9.62
4. In nPQS, /P = 90°. = 39.69 + 92.16
Using Pythagoras’ Theorem, = 131.85
SQ2 = PQ2 + PS2 \ a = 131.85 (since a > 0)
= 402 + 302
= 11.5 (to 3 s.f.)
= 1600 + 900
(b) Using Pythagoras’ Theorem,
= 2500
13.52 = b2 + 8.72
SQ = 2500 (since SQ > 0) b2 = 13.52 – 8.72
= 50 m = 182.25 – 75.69
SX 16 = 106.56
=
SQ 16 + 9
\ b = 106.56 (since b > 0)
16
SX = × 50 = 10.3 (to 3 s.f.)
25
= 32 m
QX = 50 – 32
= 18 m

51 1
 (c) 2. (i) Let the side of the square be x cm.
Using Pythagoras’ Theorem,
42.52 = x2 + x2
4 cm
2x2 = 1806.25
c cm x = 903.125
x = 903.125 (since x > 0)

5 cm = 30.05 (to 4 s.f.)

x cm
\ Perimeter of the square = 4 × 30.05
= 120 cm (to 3 s.f.)
6 cm
3 cm (ii) Area of the square = 30.052
Let the unknown side be x cm. = 903 cm2 (to 3 s.f.)
Using Pythagoras’ Theorem on the smaller right-angled triangle, 3. Let the height of the briefcase be x cm.
52 = x2 + 32 Using Pythagoras’ Theorem,
x2 = 52 – 32 372 = x2 + 302
= 25 – 9 x2 = 372 – 302
= 16 = 1369 – 900
x = 16 (since x > 0) = 469

=4 \ x = 469 (since x > 0)

Using Pythagoras’ Theorem on the larger right-angled triangle, = 21.7 (to 3 s.f.)
c2 = 62 + (x + 4)2 The height of the briefcase is 21.7 cm.
= 62 + 82 4. Let the perpendicular distance from F to GH be x cm.
= 36 + 64 The perpendicular distance from F to GH bisects GH.
= 100 Using Pythagoras’ Theorem,
\ c = 100 (since c > 0) 22 = x2 + 12
x2 = 22 – 12
= 10
= 4 – 1
(d)
= 3
\ x = 3 (since x > 0)
10 m
= 1.73
dm The perpendicular distance from F to GH is 1.73 cm.
5. O N
11 m
6m 15 cm

xm
Let the unknown side be x m. M
L 12 cm

Using Pythagoras’ Theorem on the smaller right-angled
Let the length of LN be x cm.
triangle,
In nLMN, /L = 90°.
112 = x2 + 62
Using Pythagoras’ Theorem,
x = 112 – 62
MN 2 = LN 2 + LM 2
= 121 – 36
152 = LN 2 + 122
= 85
LN 2 = 152 – 122
Using Pythagoras’ Theorem on the larger right-angled triangle,
= 225 – 144
d 2 = x2 + (10 + 6)2
= 81
= 85 + 162

LN = 81 (since LN > 0)
= 85 + 256
= 341 = 9
\ d = \ Area of stained glass = 12 × 9
341 (since c > 0)
= 108 cm2
= 18.5 (to 3 s.f.)

1 52
6. (i) Let the length of the other diagonal be x cm. (ii) In nADP, /A = 90°.
The diagonals of a rhombus bisect and are at right angles to Using Pythagoras’ Theorem,
each other. DP2 = AP2 + AD2
Using Pythagoras’ Theorem, = 222 + 152
2 2
x 48 = 484 + 225
522 = +
2 2 = 709 m
x2
DP = 709 (since DP > 0)
= 52 – 24 2 2

4
= 2704 – 576 = 26.6 m (to 3 s.f.)
= 2128 (iii) Let the length of AX be x m.
1 1
x2 = 8512 × 22 × 15 = × 709 × x
2 2
\ x = 8512 (since x > 0) 22 × 15
x =
= 92.26 709
= 12.4 (to 3 s.f.)
= 92.3 (to 3 s.f.)
The length of AX is 12.4 m.
The length of the other diagonal is 92.3 cm.
9. (i) In nFTK, /T = 90°.
1 92.26 48
(ii) Area of the floor tile = 4 × × × Using Pythagoras’ Theorem,
2 2 2
FK 2 = KT 2 + FT 2
1
= × 92.26 × 48 182 = 12.52 + FT 2
2
= 2210 cm2 (to 3 s.f.) FT 2 = 182 – 12.52
The area of the floor tile is 2210 cm2. = 324 – 156.25
7. (i) In nABD, /A = 90°. = 167.75
Using Pythagoras’ Theorem, \ FT = 167.75 (since FT > 0)
BD2 = AD2 + AB2 = 13.0 m (to 3 s.f.)
= 482 + 362 The height of the pole is 13.0 m.
= 2304 + 1296 HT 2
= 3600 (ii) =
KT 3+ 2
\ BD = 3600 (since BD > 0) 2

HT = 12.5 ×
5
= 60 cm
= 5 m
(ii) BC is the longest side in nBCD.
In nFTH, /T = 90°.
BC2 = 872
Using Pythagoras’ Theorem,
= 7569
FH 2 = HT 2 + FT 2
BD2 + CD2 = 602 + 632
= 52 + 167.75
= 3600 + 3969
= 25 + 167.75
= 7569
= 192.75
Since BC = BD2 + CD2, nBCD is a right-angled triangle where
2

/D = 90°. \ FH = 192.75 (since FH > 0)

8. (i) AP = 28 – 6 = 13.9 m (to 3 s.f.)
= 22 m The distance FH is 13.9 m.
CR = 15 – 6 10. Let the length of the diagonal be x m.
= 9 m Using Pythagoras’ Theorem,
Area of shaded region DPQR x2 = 802 + 602
= Area of ABCD – area of nADP – area of nCDR = 6400 + 3600
– area of PBRQ = 10 000
1 1 x = 10 000 (since x > 0)
= (28 × 15) – × 22 × 15 – × 28 × 9 – 62
2 2
= 100
= 420 – 165 – 126 – 36
100
= 93 m2 \ Time taken to complete run =
7.5
1
= 13 s (to 3 s.f.)
3
1
Farhan takes 13 s to complete his run.
3

53 1
Challenge Yourself 2. nABC is such that BC 2 = 370, AC 2 = 74 and AB2 = 116.
The hint is 3702 = 92 + 172, 74 = 52 + 72, 116 = 42 + 102.
1. (a) 62 + 82 = 36 + 64
The key is to observe that 17 = 7 + 10,
= 100
9 = 5 + 4
= 102
So starting with BC = 9 + 172, we have the diagram below.
 2 2

6, 8 and 10 form a Pythagorean Triple.

Then we try to construct the point A as follows.
(b) (i) c2 = 122 + 162
B B
= 144 + 256
= 400
\ c = 400 (since c > 0) 10
= 20 √ 370
17 17
The Pythagorean Triple is 12, 16 and 20. P
A
(ii) 72 + 242 = 49 + 576 = 625 = 252
A Pythagorean Triple is 7, 24 and 25. 7
Alternatively,
Q
32 + 42 = 9 + 16 = 25 = 52 D
9 C D
4 5
C
Multiply throughout by 25, 9
(3 × 5)2 + (4 × 5)2 = (5 × 5)2 \ Area of nABC
152 + 202 = 252 = area of nBCD – area of nABP – area of nACQ
A Pythagorean Triple is 15, 20 and 25. – area of rectangle APDQ
(c) (i) (3n)2 + (4n)2 = 9n2 + 16n2 1 1 1
= × 9 × 17 – × 4 × 10 – ×5×7–7×4
= 25n2 2 2 2
(ii) 25n = (5n)
2 2
= 11 units2
Let n = 7.
(3 × 7)2 + (4 × 7)2 = (5 × 7)2 3. Let the diameter of A1, A2 and A3 be d1, d2 and d3.
212 × 282 = 352 Using Pythagoras’ Theorem,
The Pythagorean Triple is 21, 28 and 35. \ d 21 = d 22 + d 23
2
(d) (i) When n = 24, 1 d1
A1 = ×p×
1 + 2n = 1 + 2(24) 2 2
= 49 =
≠  2
(d 1 )
= 72 8
2 2
n + 1 = 24 + 1 1 d2 1 d3
A2 + A3 = ×p× + ×p×
2 2 2 2
= 25
≠
The Pythagorean Triple is 7, 24 and 25. = (d 22 + d 23 )
8
(ii) 1 + 2n = 42
≠
2n = 41 = (d 21 )
8
1 Since A1 = A2 + A3, the relatioship still holds true.
n = 20
2
n is not an integer, so a Pythagorean Triple cannot
be obtained.
(iii) When k = 9,
1 + 2n = 92
2n = 81
n = 40
n + 1 = 40 + 1
= 41
The Pythagorean Triple is 9, 40 and 41.

1 54
4. (i) Let the length of each side of the equilateral triangle be x cm,
the height of the equilateral triangle be h cm.
Area of equilateral triangle
= Area of square
= 32
= 9 cm2
The height of an equilateral triangle bisects the side.
Using Pythagoras’ Theorem,
2
x
x2 = h2 +
2
2
x
h2 = x2 –
2
x2
=x–
4
3 2
= x
4
3 2
\ h = x (since h > 0)
4
3
= x
2
1 3

\ ×x× x = 9
2 2
3 2
x = 9
4
36
x2 =
3
36
\ x = (since x > 0)
3
= 4.56 (to 3 s.f.)
The length of each side of the equilateral triangle is 4.56 cm.
3
(ii)
No. From above, h = x. If x is an integer, h is never an
2
integer and therefore the area of the triangle will not be an
integer. Thus, the side of the square is never an integer.
This applies for the converse.

55 1
 Chapter 3 Geometrical Constructions

TEACHING NOTES
Suggested Approach
Students have learnt how to draw triangles and quadrilaterals using rulers, protractors and set squares in primary school. Teachers
need to reintroduce these construction tools and demonstrate the use of these if students are still unfamiliar with them. When
students are comfortable with the use of these construction tools and the compasses, teachers can proceed to the sections on
construction of triangles and quadrilaterals.

Section 3.1: Introduction to Geometrical Constructions

Teachers may wish to recap with students how rulers, protractors and set squares are used. More emphasis should
be placed on the use of protractors, such as the type of scale (inner or outer) to use, depending on the type of
angle (acute or obtuse). Teachers need to impress upon students to avoid parallax errors when reading the length
using a ruler, or an angle using a protractor.

Teachers should show and lead students on the use of compasses. Students are to know and be familiar with the
useful tips in using the construction tools.

Section 3.2: Perpendicular Bisectors and Angle Bisectors

Teachers should state and define perpendicular bisectors and angle bisectors. Stating what perpendicular and
bisect means individually will help students to remember their meanings.

For the worked examples in this section, teachers are encouraged to go through the construction steps one by
one with the students. Students should follow and construct the same figures as shown in the worked examples.

Teachers should allow students to use suitable geometry software to explore and discover the properties
of perpendicular bisectors and angle bisectors (see Investigation: Property of a Perpendicular Bisector and
Investigation: Property of an Angle Bisector), that is, their equidistance from end-points and sides of angles
respectively.

Section 3.3: Construction of Triangles

Students should be able to construct the following types of triangles at the end of this section:

• Given 2 sides and an included angle

• Given 3 sides
• Given 1 side and 2 angles

As a rule of thumb, students should draw the longest line as a horizontal line. Teachers are to remind their
students to mark all angles, vertices, lengths and other markings (same angles, same sides, right angles etc.)
clearly. Students should not erase any arcs that they draw in the midst of construction and check their figure at
the end.

Section 3.4: Construction of Quadrilaterals

Students should be able to construct parallelograms, rhombuses, trapeziums and other quadrilaterals at the end
of this section.

As a rule of thumb, students should draw the longest line as a horizontal line. Teachers are to remind their
students to mark all angles, vertices, lengths and other markings (same angles, same sides, right angles etc.)
clearly. Students should not erase any arcs they draw in the midst of construction and check their figure at the
end.

1 56
WORKED SOLUTIONS
Investigation (Property of a Perpendicular Bisector)
4. The length of AC is equal to the length of BC.
5. Any point on the perpendicular bisector of AB is equidistant from A and B.
6. Any point which is not on the perpendicular bisector of AB is not equidistant from A and B.

Investigation (Property of an Angle Bisector)

5. The length of PR is equal to the length of QR.
6. Any point on the angle bisector of BAC is equidistant from AB and AC.
7. Any point which is not on the angle bisector of BAC is not equidistant from AB and AC.

Practise Now 1

A B
8 cm

Practise Now 2
C

78°
A B

Practise Now 3 C

4.8 cm
S

130°
A B
7.6 cm

(i) Length of AC = 11.3 cm

(ii) Length of BS = 4.0 cm
57 1
Practise Now 4
R

T
9.8 cm
7.2 cm

P Q
8.4 cm

(i) Required angle, QPR = 77°

(ii) Length of QT = 5.3 cm

Practise Now 5
Z

56°
X 48° Y
8 cm

(iii) The point U is equidistant from the points Y and Z, and equidistant from the lines XY and XZ.

1 58
Practise Now 6
1. D C

5.5 cm

120°
A B
8.5 cm

Length of AC = 12.2 cm

2. D C

6.5 cm

A B
10.5 cm
Length of AC = 12.3 cm

59 1
Practicse Now 7
1. S

6 cm

9 cm

9 cm

4.5 cm R

6 cm

QRS = 71°

2.
S

P R
12 cm

7.5 cm

QRS = 74°

1 60
Practise Now 8
R
9.2 cm
95°
S

6.2 cm

80°
Q
P 5.6 cm
(i) Length of PS = 7.0 cm
(ii) PSR = 54°

Exercise 3A
1.

A B
9.5 cm

2. C

56°
A B

61 1
3. C 5. P

6.5 cm

10 cm 10 cm

80°

A 8 cm B

Length of AC = 9.4 cm

4. C

Q R
9 cm
QPR = 53°

6.

9 cm

A B
5 cm
Length of AC = 7.5 cm

9.5 cm

1 62
7.
Z

45° 60°
X Y
10.2 cm
Length of XZ = 9.1 cm

8. C

S
6.5 cm

88°
A B
9.8 cm

(i) Length of AC = 11.6 cm
(ii) Length of BS = 5.9 cm

63 1
9. C

8.8 cm
S

60°
A B
9.4 cm
(i) Required angle, BAC = 52°
(ii) Length of CS = 3.9 cm

10.
P

9.5 cm
8.5 cm

Q R
9.8 cm

(i) Required angle, PQR = 52°
(ii) Length of QT = 8.0 cm

1 64
11. P

9.2 cm

8.8 cm T

Q R
10.4 cm
(i) Required angle, QPR = 71°
(ii) PT = 4.2 cm

12. Z
13. Z

64° 55°
X Y
U 8 cm 74°
49°
(i) Length of XZ = 7.5 cm X Y
8 cm
(ii) Length of UY = 7.2 cm
(iii) The point U is equidistant from the points X and Y, and
equidistant from the lines XY and YZ.

65 1
14.

C 5 cm

11 cm
S

62°
T
A B
10.2 cm

(i) Length of BC = 10.9 cm
(iii) Length of ST = 4.7 cm

15. C

4.6 cm

54°
A B
8.5 cm
S

1 66
16. R

7.9 cm
9.2 cm

P Q
8.3 cm

17. P

(ii) Diameter

67 1
Exercise 3B
1. A D

10 cm

80°
B C
12 cm
Length of diagonal BD = 16.9 cm

2. 96 mm = 9.6 cm
84 mm = 8.4 cm

84 mm

96 mm

Length of each of the two diagonals = 12.8 cm

1 68
3. D C

115°
A B
6 cm
Length of each of the two diagonals = 10.1 cm, 6.5 cm

4.
9 cm
S
P

9 cm
7.5 cm

Q R
12 cm
QPS = 133°

5. 60 mm = 6 cm
9 mm = 0.9 cm

S R

9 mm
Q
P 60 mm

QPS = 171°

69 1
6. Q

75°

5.3 cm

6.3 cm

60°
R S
6.7 cm

(i) Length of PR = 7.1 cm

(ii) RPS = 70°

7. 6 cm
W Z

4.5 cm

60°
X Y
8 cm
Length of YZ = 3.9 cm
Length of WY = 6.9 cm

8. 56 mm = 5.6 cm
112 mm = 11.2 cm

W Z

56 mm

80° 70°
X Y
112 mm
Length of WY = 11.6 cm
Length of XZ = 10.7 cm

1 70
9.
D T
C

6 cm

(i) Length of diagonal BD = 8.4 cm

(ii) Length of AT = 7.1 cm
115°
A B
9 cm

10. R
4.8 cm

S U

4.8 cm

(i) Length of QS = 5.4 cm

P
Q (ii) Length of SU = 4.5 cm
4 cm

11.
S

P R
10 cm

(iii) Length of PQ = 7.0 cm

Q

71 1
12. R

6 cm

3.5 cm

60° 45°
P Q
10 cm T

(i) QRS = 119°
(ii) Length of PT = 5.4 cm

13.
U

R
7 cm

3.1 cm

50°
P Q
11 cm
(i) QRS = 109°
(ii) Length of RU = 4.1 cm

1 72
14. X 5 cm
S W

120°

U
6 cm

Y Z
9.8 cm T

(i) Length of WY = 8.6 cm
(ii) Length of ST = 6.5 cm
(iii) WUX = 105°

15. S

T
R

5.8 cm

4.6 cm

120°
105°
P 6.5 cm Q

Review Exercise 3
1. C

6 cm

60°
A B
4.5 cm
(i) Length of AC = 5.4 cm
(ii) Length of CS = 3.3 cm

73 1
2. R

8.8 cm
10.2 cm

(i) Required angle, QPR = 46°

(ii) RT = 7.9 cm
P Q
T 12 cm

3.
X

60° 60°
U
Y Z
8 cm

(iii) Rhombus
V

1 74
4. T
D C

5.5 cm

120°
A B
S 8 cm

(i) Length of BD = 7.1 cm
(ii) Length of ST = 6.5 cm

5.
U

6 cm

2 cm
60°
P Q
8 cm
(i) Required angle, QRS = 123°
(ii) Length of QU = 6.5 cm

75 1
6.
B

A C
45° 10 cm

D

(iii) AB = BC = AD = CD = 7.1 cm
ABCD is a square.
(iv) Length of DS = 9.3 cm

Challenge Yourself
1. 2. P
R

5 cm 6 cm
6 cm
7 cm

P Q
8 cm

Q R
8 cm

Incircle

Circumcircle

1 76
 Chapter 4 Averages of Statistical Data
TEACHING NOTES
Suggested Approach
In primary school, students have learnt that the average of a set of data is the sum of all the data divided by the number of data.
Teachers can further explain that in statistics, there are other types of ‘averages’. The average that students are familiar with is
also known as the mean. In this chapter, students are to know and learn the properties of median and mode as well.

By the end of the chapter, students should know how to calculate mean, median and mode from the various statistical diagrams
and be aware of the situations where one numerical measure is preferred over another.

Section 4.1: Mean

Teachers can guide students through the worked examples to show how the mean is calculated. Students should
be reminded to be careful not to miss out any values or use any wrong values in the calculation.

Teachers should note calculating the mean from a frequency table as well as estimating the mean of a set of
grouped data are new to students. More practice and guidance may be required for some students here.

Section 4.2: Median

The definition and purpose of a median should be well-explained to the students. The example on page 501 is a
good example why the median is preferred over the mean. Students may need to be reminded that the numerical
average is to give the best representation of any data.

The main features of finding the median, namely whether the number of data is even or odd and that the data
must be arranged in order, are important and must be emphasised to students. The activities are meant to test
and reinforce students’ understanding (see Thinking Time on page 502 and Class Discussion: Creating Sets of
Data with Given Conditions).

Section 4.3: Mode

The mode is arguably the easiest numerical average that students will need to learn, as it involves identifying
the most frequent data without any calculations involved. Teachers ought to be able to quickly go through the
examples of finding the mode from the various statistical diagrams.

Students should be reminded that a data has to be the most frequent, meaning it occurred at least two or more
times, otherwise the set of data may not have a mode (see Exercise 17B, question 4(e)).

Section 4.4 Mean, Median and Mode

Questions involving all three numerical averages will be covered in this section. Students may need to recall the
algebraic skills they have picked up at the first half of the textbook.

In this section, teachers should use the activities that compare the mean, median mode and question students on
the most suitable numerical average depending on the set of data provided (see Thinking Time on page 510 and
Class Discussion: Comparison of Mean, Median and Mode).

77 1
WORKED SOLUTIONS (iv) 36, 57, 57, 59, 60, 61
Mean = 55
Thinking Time (Page 109)
Mode = 57
Rearranging the data in descending order instead, we have, Median = 58
30, 21, 19, 14, 12, 9, 8, 5 (v) 27, 58, 58, 59, 60, 61, 62
∴ Median = mean of the data in the 4th and the 5th position Mean = 55
14 + 12 Mode = 58
=
2 Median = 59
= 13 Teachers may wish to note the sets of data are not exhaustive. To come
Hence, the median remains the same if the data is arranged in descending up with a set of data, it is recommended that the mean, mode and median
order instead. are decided, before working backwards. Note that the number of data
is not specified.
Class Discussion (Creating Sets of Data with Given
Conditions) Thinking Time (Page 117)
Some sets of data are shown as follows. Σ fx
(i) 1, 1, 1, 1, 2, 4, 11 Mean monthly salary =
Σf
Difference between minimum and maximum value = 10 12 × 1500 + 5 × 5000 + 2 × 10 000
Mean = 3 + 4 × 15 000 + 1 × 25 000 + 1 × 50 000
=
Median = 1 25
(ii) 1, 1, 1, 2, 2, 3, 11 198 000
=
Difference between minimum and maximum value = 10 25
Mean = 3
= $7920
Median = 2
(iii) 1, 1, 1, 1, 5, 8, 11 The average monthly salary of the employees is $7920 refers to the
Difference between minimum and maximum value = 10 mean monthly salary of the employees. The average monthly salary
Mean = 4 can mean the median monthly salary, which is $5000 or the modal
Median = 1 monthly salary, which is $1500, as well.
(iv) 1, 1, 2, 2, 2, 9, 11 Hence, Devi’s statement does not give a good picture of how much the
Difference between minimum and maximum value = 10 employees earn.
Mean = 4 Number of employees who earn $1500 = 12
Median = 2 12
Percentage of employees who earn $1500 = × 100%
(v) 1, 2, 3, 4, 5, 9, 11 25
Difference between minimum and maximum value = 10 = 48% ≈ 50%
Mean = 5 Lixin’s statement that almost half of the employees earn $1500
Median = 4 is correct but it does not state the amount the other employees in
Teachers may wish to note the sets of data are not exhaustive. To come the company earn.
up with a set of data, it is recommended that the mean and median are Number of employees who earn at least $5000 = 13
decided, before working backwards. 13
Percentage of employees who earn at least $5000 = × 100%
25
= 52% > 50%
Thinking Time (Page 114)
The statement that more than 50% of the employees earn at least $5000
Some sets of data are shown as follows. is correct. It also gives the best picture of how much money the employees
(i) 41, 56, 56, 58, 59, 60 earn in the company, since the statement allows us to infer the amount
Mean = 55 the rest of the employees earn.
Mode = 56 Khairul’s statement gives the best picture of how much the employees
Median = 57 in the company earn.
(ii) 39, 56, 56, 57, 58, 59, 60
Mean = 55
Mode = 56
Median = 57
(ii) 35, 55, 56, 56, 58, 59, 60, 61
Mean = 55
Mode = 56
Median = 57

1 78
Class Discussion (Comparison of Mean, Median and Mode) Rearranging the data in ascending order,
5, 6, 6, 6, 7, 7, 8, 8, 9
15 + 17 + 13 + 18 + 20 + 19 + 15
1. (i) Mean = \ Median = data in the 5th position
7
=7
117
= Mode = 6
7
5 (ii) The mode best represents the sizes of shoes sold because it
= 16 represents the size of the shoes most sold.
7
Total number of data = 7 2 + 3+1+ 4 + 5 +1+ 2 + 2 +1+1
3. (i) Mean =
7 +1 10
Middle position =
2 22
=
= 4th position 10
Rearranging the data in ascending order, = 2.2
13, 15, 15, 17, 18, 19, 20 Total number of data = 10
\ Median = data in the 4th position 10 + 1
Middle position =
= 17 2
= 5.5th position
Mode = 15
Rearranging the data in ascending order,
(ii) The mean and median will change while the mode will
1, 1, 1, 1, 2, 2, 2, 3, 4, 5
remain the same.
\ Median = mean of the data in the 5th and the 6th position
117 + 55
New mean = 2+2
7+1 =
2
172
= =2
8
1 Mode = 1
= 21 (ii) Even though the mean is not an integer, it still has a
2
Total number of data = 7 physical meaning.
8 +1 i.e. 2.2 children per family is equivalent to 22 children in
Middle position =
2 10 families.
= 4.5th position 4. The mean is preferred when there are no extreme values in the set of
Rearranging the data in ascending order, data. Comparatively, the median is preferred when there are extreme
13, 15, 15, 17, 18, 19, 20, 55 values.
\ New median = mean of the data in the 4th position and The mode is preferred when we want to know the most common
5th position value in a data set.
17 + 18
=
2
Practise Now 1
= 17.5
New mode = 15 Sum of scores
Mean score =
(iii) The mean is most affected by the addition of a large number. Number of students
1 5 11 79 + 58 + 73 + 66 + 50 + 89 + 91 + 58
It had the biggest difference of 21– 16 = 4 . =
2 7 14 8
(iv) The mean will be most affected by extreme values. 564
=
The mode will remain unchanged by extreme values. 8
Hence, the median is the most appropriate measure to use. = 70.5
6+7+8+8+7+9+5+6+6
2. (i) Mean = Practise Now 2
9
62 44 + 47 + y + 58 + 55
= = 52
9 5
8 44 + 47 + y + 58 + 55 = 260
= 6
9
204 + y = 260
Total number of data = 9
\ y = 56
9 +1
Middle position =
2
= 5th position

79 1
Practise Now 3 2. Mean pH value of the solutions
Σ fx
sum of the 7 numbers =
1. (i) Since mean = , Σf
7
1.4 + 1.4 + 1.9 + 2.3 + 2.6 + 2.7 + 2.7 + 2.7 + 2.8 + 3.3
then sum of the 7 numbers = 7 × mean
+ 3.6 + 3.6 + 3.6 + 3.9 + 4.1 + 4.2 + 4.2 + 4.5 + 4.5 + 4.9
= 7 × 11 =
20
= 77
64.9
(ii) 3 + 17 + 20 + 4 + 15 + y + y = 77 =
20
59 + 2y = 77 = 3.245
2y = 18 3. Mean time taken by the group of students
y = 9 Σ fx
sum of the heights of 20 boys and 14 girls =
2. Since mean = Σf
34 5 × 20 + 3 × 30 + 10 × 40 + 1 × 50 + 1 × 60
then sum of the heights of 20 boys and 14 girls = 34 × mean =
5 + 3 + 10 + 1 + 1
= 34 × 161 700
=
= 5474 cm 20
sum of the heights of 14 girls = 35 minutes
Since mean =
14
then sum of the heights of 14 girls = 14 × mean Practise Now 6
= 14 × 151
= 2114 cm Age (x years) Frequency ( f ) Mid-value (x) fx
Sum of the heights of 20 boys = 5474 – 2114 20 < x < 30 12 25 300
= 3360 cm 30 < x < 40 10 35 350
3360 40 < x < 50 20 45 900
Mean height of the 20 boys =
20
= 168 cm 50 < x < 60 15 55 825
16 + w + 17 + 9 + x + 2 + y + 7 + z 60 < x < 70 18 65 1170
3. = 11
9 Σ f = 75 Σ fx = 3545
16 + w + 17 + 9 + x + 2 + y + 7 + z = 99
3545
51 + w + x + y + z = 99 Estimated mean age of the employees =
75
w + x + y + z = 48
= 47.3 years (to 3 s.f.)
48
Mean of w, x, y and z =
4
Practise Now 7
= 12
(a) Total number of data = 7
Practise Now 4 Middle position =
7 +1
2
(i) Total number of visitors = 12 + 32 + 54 + 68 + 18 + 16
= 4th position
= 200
Rearranging the data in ascending order, we have:
(ii) Total amount of money spent by the visitors
3, 9, 11, 15, 16, 18 and 20
= 12 × $40 + 32 × $60 + 54 × $80 + 68 × $100 + 18 × $160
\ Median = data in the 4th position
+ 16 × $200
= 15
= $19 600
(b) Total number of data = 5
$19 600
(iii) Mean amount of money spent by the visitors = 5 +1
200 Middle position =
2
= $98
= 3rd position
Rearranging the data in ascending order, we have:
Practise Now 5 11.2, 15.6, 17.3, 18.2 and 30.2
Σ fx \ Median = data in the 3rd position
1. Mean number of siblings =
Σf = 17.3
4 × 0 + 5 ×1+ 3× 2 + 2 × 3+1× 4
=
15
21
=
15
= 1.4

1 80
Practise Now 8 Practise Now 11
(a) Total number of data = 6 Total number of data = 28
6 +1 28 + 1
Middle position = Middle position =
2 2
= 3.5th position = 14.5th position
Rearranging the data in ascending order, we have: \ Median time = mean of the data in the 14th and the 15th position
12, 15, 15, 20, 25 and 32 7+7
=
\ Median = mean of the data in the 3rd and the 4th position 2
15 + 20 = 7 minutes
=
2
= 17.5 Practise Now 12
(b) Total number of data = 8
(i) Modal lengths = 60 cm, 110 cm
8 +1
Middle position = (ii) Modal length = 60 cm
2
= 4.5th position
Practise Now 13
Rearranging the data in ascending order, we have:
6.7, 6.8, 7.3, 8, 8.8, 8.9, 8.9, 10 (a) Mode = 0.4
\ Median = mean of the data in the 4th and the 5th position (b) Modes = 32, 37
8 + 8.8 (c) Mode = 1
=
2 (d) Mode = $3000
= 8.4
Practise Now 14
Practise Now 9
2 × 0 + x ×1+ 3× 2 + 4 × 3+1× 4
(a) = 1.8
1. Total number of data = 15 2+ x + 3+ 4 +1
15 + 1 x + 22
Middle position = = 1.8
2 x + 10
= 8th position x + 22 = 1.8(x + 10)
\ Median = data in the 8th position x + 22 = 1.8x + 18
= 1 0.8x = 4
2. Total number of data = 16 x = 5
16 + 1 (b) We write the data as follows:
Middle position =
2 0, 0, 1, ..., 1, 2, 2, 2, 3, 3, 3, 3, 4
= 8.5th position
x
\ Median = mean of the data in the 8th and the 9th position
3+ 3
=
2 The greatest value of x occurs The smallest value of x occurs
=3
when the median is here. when the median is here.

Practise Now 10 \ 2 + x = 2 + 4 + 1 \ 2 + x + 2 = 4 + 1
2 + x = 7 4 + x = 5
Total number of data = 20 x = 5 x = 1
20 + 1 \ Greatest value of x = 5 \ Smallest value of x = 1
Middle position =
2
\ Possible values of x = 1, 2, 3, 4, 5
= 10.5th position
(c) Greatest possible value of x = 3
\ Median distance = mean of the data in the 10th and the 11th position
4.4 + 4.7
= Exercise 4A
2
= 4.55 km 1. Mean number of passengers
Sum of number of passengers
=
Number of coaches
29 + 42 + 45 + 39 + 36 + 41 + 38 + 37 + 43 + 35 + 32 + 40
=
12
457
=
12
= 38.1 (to 3 s.f.)

81 1
2. Mean price of books 8. (a) Mean
Sum of prices of books Σ fx
=
Number of books =
Σf
19.90 + 24.45 + 34.65 + 26.50 + 44.05 1 × 6 + 2 × 7 + 1 × 8 + 4 × 9 + 3 × 10 + 1 × 11 + 1 × 12
=
+ 38.95 + 56.40 + 48.75 + 29.30 + 35.65 1+ 2 +1+ 4 + 3+1+1
=
10 117
=
358.6 13
=
10 = 9
= $35.86
(b) Mean
7 + 15 + 12 + 5 + h + 13
3. = 10
6 Σ fx
=
52 + h = 60 Σf
h = 8 7.2 + 7.3 + 7.5 + 7.5 + 8.2 + 8.7 + 8.8 + 8.8 + 8.9
sum of the masses of 5 boys + 8.9 + 8.9 + 9.1 + 9.3 + 9.7 + 9.7 + 10.2 + 10.7 + 10.8
4. Since mean of masses of 5 boys = =
5 4+7+4+3
then sum of the mass of 5 boys = 5 × mean
160.2
= 5 × 62 =
18
= 310 kg = $8.90
sum of the masses of 4 boys Σ fx
Since mean of masses of 4 boys = (c) Mean =
4 Σf
then sum of the mass of 4 boys = 4 × mean 3× 3+ 5× 4 + 6× 5+ 4 × 6+ 2× 7

=
= 4 × 64 3+ 5+ 6+ 4 + 2
= 256 kg 97

=
Mass of boy excluded = 310 – 256 20
= 54 kg
= 4.85 years
sum of the 8 numbers sum of 10 numbers
5. (i) Since mean of 8 numbers = , 9. (i) Since mean of 10 numbers = ,
8 10
then sum of the 8 numbers = 8 × mean then sum of 10 numbers = 10 × mean

= 10 × 14
= 8 × 12
= 96 = 140
(ii) 6 + 8 + 5 + 10 + 28 + k + k + k = 96 sum of 3 numbers
Since mean of 3 numbers = ,
57 + 3k = 96 3
3k = 39 then sum of 3 numbers = 3 × mean
k = 13 =3×4
6. (i) Total number of matches played = 6 + 8 + 5 + 6 + 2 + 2 + 1 = 12
= 30 Sum of the remaining seven numbers = 140 – 12
(ii) Total number of goals scored = 128
= 6 × 0 + 8 × 1 + 5 × 2 + 6 × 3 + 2 × 4 + 2 × 5 + 1 × 6 (ii)
15 + 18 + 21 + 5 + m + 34 + 14 = 128
= 60 107 + m = 128
60 m = 21
(iii) Mean number of goals scored per match =
30
=2
7. Mean number of days of absence
Σ fx
=
Σf
23 × 0 + 4 × 1 + 5 × 2 + 2 × 3 + 2 × 4 + 1 × 5 + 2 × 6 + 1 × 9
=
23 + 4 + 5 + 2 + 2 + 1 + 2 + 1
54
=
40
= 1.35 days

1 82
 sum of monthly wages (b) (i) Passing mark for English = 50% × 10
10. Since mean monthly wage of 12 workers = ,
12 50
=
× 10
then sum of monthly wages = 12 × mean 100
= 12 × 1000 =5
= $12 000 Number of students who passed English = 8 + 2 + 4 + 1
Since mean monthly wage of 5 inexperienced workers
= 15
sum of monthly wages
= ,
5 15
Percentage of students who passed English = × 100%
then sum of monthly wages = 5 × mean 40
= 5 × 846 1
= 37 %
= $4230 2
Sum of monthly wages of 7 experienced workers = 12 000 – 4230 (ii) Passing mark for Mathematics = 50% × 10
= $7770 50
= × 100
100
7770
Mean monthly wage of 7 experienced workers = =5
7

= $1110 Number of students who did not pass Mathematics
sum of heights of 3 plants = 4 + 1 + 6 + 5
11. (i) Since mean height = ,
3 = 16
then sum of heights of 3 plants = 3 × mean Percentage of students who did not pass Mathematics
= 3 × 30
16
= 90 cm = × 100%
40
3 = 40%
Height of plant B = × 90
2+ 3+ 5 13. (i)
Height
3 Frequency ( f ) Mid-value (x) fx
= × 90 (x cm)
10
= 27 cm   0 < x < 10 4 5 20
sum of heights of 4 plants 10 < x < 20 6 15 90
(ii) Since mean height =
4
20 < x < 30 14 25 350
then sum of heights of 4 plants = 4 × mean
= 4 × 33 30 < x < 40 6 35 210
= 132 cm 40 < x < 50 10 45 450

Height of plant D = 132 – 90 Σ f = 40 Σ fx = 1120
= 42 cm
12. (a) Mean mark of students for English 1120
Estimate for the mean height of the plants =
40
Σ fx
= = 28 cm
Σf
(ii) Number of plants not taller than 40 cm = 4 + 6 + 14 + 6
0 × 0 + 1 × 1 + 6 × 2 + 14 × 3 + 4 × 4 + 8 × 5 = 30
+ 2 × 6 + 4 × 7 + 0 × 8 + 1 × 9 + 0 × 10 30
= P(plant not taller than 40 cm) =
40 40
160 3
= =
40 4
= 4 marks
Mean mark of students for Mathematics
Σ fx
=
Σf

0 × 0 + 4 × 1 + 1 × 2 + 6 × 3 + 5 × 4 + 10 × 5
+ 3 × 6 + 5 × 7 + 3 × 8 + 1 × 9 + 2 × 10
=
40
200
=
40
= 5 marks

83 1
14. (i) (ii)
Time taken Frequency Mid-value Mean distance Frequency Mid-value
fx fx
(t minutes) (f) (x) (d million km) (f) (x)
116 < t < 118 1 117 117 21.0 < d < 21.5 7 21.25 148.75
118 < t < 120 6 119 714 21.5 < d < 22.0 0 21.75 0
120 < t < 122 23 121 2783 22.0 < d < 22.5 1 22.25 22.25
122 < t < 124 28 123 3444 22.5 < d < 23.0 1 22.75 22.75
124 < t < 126 27 125 3375 23.0 < d < 23.5 8 23.25 186
126 < t < 128 9 127 1143 23.5 < d < 24.0 3 23.75 71.25
128 < t < 130 5 129 645 Σ f = 20 Σ fx = 451
130 < t < 132 1 131 131 Estimate for the mean of the mean distances of the moons from
Σ f = 100 Σ fx = 12 352 Jupiter

451
Estimate for the mean travelling time of the lorries =
20
12 352 = 22.55 million km
=
100
Sum of x , y, and z
= 123.52 minutes 17. Since mean of x, y and z = ,
3
(ii)
Number of lorries which took less than 124 minutes
then sum of x, y and z = 3 × mean
= 1 + 6 + 23 + 28
=3×6
= 58
= 18
58
Fraction of lorries which took less than 124 minutes = Sum of x , y, z , a and b
100 Since mean of x, y, z, a and b = ,
5
29 then sum of x, y, z, a and b = 5 × mean
=
50
=5×8
15. (i)
Speed Frequency Mid-value = 40
fx
(x km/h) (f) (x) Sum of a and b = 40 – 18
30 < x < 40 16 35 560 = 22
40 < x < 50 25 45 1125 22
Mean of a and b =
2
50 < x < 60 35 55 1925
= 11
60 < x < 70 14 65 910
18. (i) Mean
70 < x < 80 10 75 750
Σ f = 100 Σ fx = 5270 Sum of the lifespans of 30 light bulbs
=
30
5270 167 + 171 + 179 + 167 + 171 + 165 + 175 + 179
Estimate for the mean speed of the vehicles =
100
+ 169 + 168 + 171 + 177 + 169 + 171 + 177 + 173
= 52.7 km/h
+ 165 + 175 + 167 + 174 + 177 + 172 + 164 + 175
(ii) Required ratio = 16 : (14 + 10)
+ 179 + 179 + 174 + 174 + 168 + 171
= 16 : 24 =
30
=2:3
5163
16. (i) =
Mean distance (d million km) Frequency ( f ) 30
21.0 < d < 21.5 7 = 172.1 hours
(ii) Lifespan (x hour) Frequency
21.5 < d < 22.0 0
22.0 < d < 22.5 1 164 < x < 167 3
22.5 < d < 23.0 1 167 < x < 170 7
23.0 < d < 23.5 8 170 < x < 173 6
23.5 < d < 24.0 3 173 < x < 176 7

176 < x < 179 3
179 < x < 182 4

1 84
 (iii) (d) Total number of data = 8
Lifespan Frequency Mid-value
fx 8 +1
(x hour) (f) (x) Middle position =
2
164 < x < 167 3 165.5 496.5 = 4.5th position
167 < x < 170 7 168.5 1179.5 Rearranging the data in ascending order, we have:
170 < x < 173 6 171.5 1029 4.7, 5.5, 8.4, 12, 13.5, 22.6, 31.3, 39.6
\ Median = mean of the data in the 4th and the 5th position
173 < x < 176 7 174.5 1221.5
12 + 13.5
176 < x < 179 3 177.5 532.5 =
2
179 < x < 182 4 180.5 722 = 12.75
Σ f = 30 Σ fx = 5181 2. (a) Total number of data = 20
5181 20 + 1
Estimate for the mean lifespan of the lightbulbs = Middle position
=
30 2
= 172.7 hours = 10.5th position
(iv) The two values are different. The value in (iii) is an estimate of \ Median = mean of the data in the 10th and the 11th position
the actual value (i). 39 + 40
=
2
= 39.5
Exercise 4B
(b)
Total number of data = 21
1. (a) Total number of data = 7 21 + 1
Middle position =
7 +1 2
Middle position =
2 = 11th position
= 4th position \ Median = data in the 11th position
Rearranging the data in ascending order, we have: = 70
1, 3, 5, 5, 5, 6, 6 (c) Total number of data = 17
\ Median = data in the 4th position 17 + 1
Middle position =
=5 2
(b) Total number of data = 6 = 9th position
6 +1 \ Median = data in the 11th position
Middle position =
2 = 5.7
= 3.5th position (d) Total number of data = 42
Rearranging the data in ascending order, we have: 42 + 1
Middle position
=
25, 28, 29, 30, 33, 37 2
\ Median = mean of the data in the 3rd and the 4th position = 21.5th position
29 + 30 \ Median = mean of the data in the 21th and the 22th position
=
2 40 + 45
=
= 29.5 2
(c) Total number of data = 7 = 42.5
7 +1 3. (a) Mode = 3
Middle position =
2 (b) Modes = 7.7, 9.3
= 4th position 4. (a) Mode = Red
Rearranging the data in ascending order, we have: (b) Modes = 78, 79
1.1, 1.2, 1.6, 2.8, 3.2, 4.1, 4.1 (c) Mode = 60
\ Median = data in the 4th position (d) Mode = 30
= 2.8 (e) Each value of x occurs only once. Hence, there is no mode.
5. (i) Modal temperature = 27 °C
(ii) Modal temperatures = 22 °C, 27 °C

85 1
6. (a) 9. (a) (i) Mean distance
23 + 24 + 26 + 29 + 30 + 31 + 32 + 32
+ 32 + 34 + 34 + 35 + 38 + 42 + 42
=
15
484
=
15
0 1 2 3 4 = 32.3 km (to 3 s.f.)
2 × 0 + 5 ×1+ 6 × 2 + 4 × 3+ 3× 4 (ii) Total number of data = 15
(b) (i) Mean =
2+5+6+4+3 15 + 1
Middle position =
41 2
=
20 = 8th position
= 2.05 \ Median distance = data in the 8th position
(ii)
Total number of data = 20 = 32 km
20 + 1 (iii) Modal distance = 32 km
Middle position
=
2 (b) There are 3 prime numbers, i.e. 23, 29 and 31.
= 10.5th position
3
\ Median = mean of the data in the 10th and the 11th position P(distance covered is a prime number) =
15
2+2 1
= =
2 5
=2
10. (a) (i) Mean allowance
(iii) Mode = 2
7. (a) The lengths of the pendulums measured by group A range from 4 × 30 + 5 × 31 + 9 × 32 + 7 × 33 + 4 × 34 + 1 × 35
=
49 cm to 85 cm. 4 + 5 + 9 + 7 + 4 +1
The lengths of the pendulums measured by group B range from 965
=
53 cm to 83 cm. The length is clustered around 65 cm to 67 cm. 30
(b) I disagree with the statement. The modal length for group A is = $32.17 (to the nearest cent)
53 cm, and is shorter than the modal lengths for group B, which (ii) Total number of data = 30
are 66 cm and 73 cm. 30 + 1
Middle position
=
8. Let the eighth number be x. 2
Total number of data = 8 = 15.5th position
\ Median allowance
8 +1
Middle position = = mean of the data in the 15th and the 16th position
2
= 4.5th position 32 + 32
=
Rearranging the numbers in ascending order, 2
we can have x, 1, 2, 3, 4, 9, 12, 13 or 1, 2, 3, 4, 9, 12, 13, x or x is = $32
between any 2 numbers. (iii) Modal allowance = $32
The median is the mean of the 4th position and 5th position. (b) Fraction of students who receive an allowance of at most $32
a week
3+ 4 4+9
Since = 3.5 ≠ 4.5 and = 6.5 ≠ 4.5, x must be in the 4+5+9
2 2 =
4th position or 5th position. 30
18
=
x+4 30
If x is in the 4th position, = 4.5
2 3
=
x + 4 = 9 5
x = 5 (rejected, since x < 4) 11. (a) (i) x + 2 + y + 6 + 14 = 40
4+x x + y + 22 = 40
If x is in the 5th position, = 4.5
2 \ x + y = 18 (shown)
4 + x = 9 (ii) Mean = 64
x = 5 x × 2 + 2 × 4 + y × 6 + 6 × 8 + 14 × 10
= 6.4
The eighth number is 5. 40
2x + 8 + 6y + 48 + 140 = 256
2x + 6y + 196 = 256
2x + 6y = 60
\ x + 3y = 30 (shown)

1 86
 (iii) x + y = 18 — (1) (iii) Total number of data = 9
x + 3y = 30 — (2) 9 +1
Middle position =
(2) – (1): 2
(x + 3y) – (x + y) = 30 – 18 = 5th position
x + 3y – x – y = 12 Rearranging Jun Wei’s scores in ascending order,
2y = 12 2, 2, 2, 3, 3, 4, 5, 7, 17
y = 6 \ Jun Wei’s median score = data in the 5th position
Substitute y = 6 into (1): =3
x + 6 = 18 Rearranging Raj’s scores in ascending order,
x = 12 2, 3, 3, 4, 4, 6, 6, 6, 8
\ x = 12, y = 6 \ Raj’s median score = data in the 5th position
(b) (i) Total number of data = 40 =4
40 + 1 (iv) Jun Wei’s modal score = 2
Middle position
=
2 Raj’s modal score = 6
= 20.5th position (v) The mode gives the best comparison. The mode shows the most
\ Median = mean of the data in the 20th and the 21th position common score of each player, thus demonstrates the ability of
6+8 each player the best.
=
2 14. (i) The number of students who did less than or equal to 5 pull-ups,
=7 or more than or equal to 10 pull-ups are grouped together.
(ii) Mode = 10 (ii) Total number of data = 21
12. (a) We write the data as follows: 21 + 1
Middle position =
0, ..., 0, 1, 1, 2, 3, ..., 3 2
= 11th position
5 x
\ Median number by secondary 2A = data in the 11th position
Since the median is 2,
=7
\ 5 + 2 = x
\ Median number by secondary 2B = data in the 11th position
x = 7
= 7
(b) 0, ..., 0, 1, 1, 2, 3, ..., 3
(iii) Modal number by secondary 2A = 6
5 x Modal number by secondary 2B = 8
(iv) The mode gives a better comparison. The mode shows the most
common number of pull-ups by students in both classes, thus
The smallest value The greatest value giving a better comparison.
of x occurs when the of x occurs when the 15. (i) The number of SMS messages sent by students in June ranges
median is here. median is here. from 65 to 95 messages. Most students sent between 75 to 80
\ 5 = 1 + 1 + x \ 5 + 1 = 1 + x messages in June.
5 = 2 + x 6 = 1 + x The number of SMS messages sent by students in July ranges
x = 3 x = 5 from 60 to 95 messages. Most students sent between 80 to 85
\ Smallest value of x = 3 \ Greatest value of x = 5 messages in July.
\ Possible values of x = 3, 4, 5 (ii) If a datum of 25 is added into June, the mean will be affected
45 more than the median.
13. (i) Jun Wei’s mean score =
9 Most of the values range from 65 to 95, thus a value of 25 is an
=5 extreme value.
42 Extreme values affect the mean more than the median.
Raj’s mean score =
9
= 4.67 (to 3 s.f.)
(ii) Jun Wei scored better on most of the holes. The mean scores
do not indicate this.

87 1
16. (a) 5 + 13 + 15 + x + 1 + y + 2 = 50 (c) Since modal number = 3,
x + y + 36 = 50 \ Smallest possible value of x = 7
x + y = 14 — (1) 18. (i) Total number of students
Mean = 2.18 = x + 1 + x – 2 + x + 2 + x + x – 2 + x – 4 + x – 3
5 × 0 + 13 × 1 + 15 × 2 = 7x – 8
+x × 3 + 1 × 4 + y × 5 + 2 × 6 ( x + 1) × 0 + ( x – 2) × 1 + ( x + 2) × 2 + x × 3
= 2.18
50 + ( x – 2) × 4 + ( x – 4) × 5 + ( x – 3) × 6
Mean =
3 x + 5 y + 59 7x – 8
= 2.18
50 x – 2 + 2 x + 4 + 3 x + 4 x – 8 + 5 x – 20 + 6 x – 18
=
3x + 5y + 59 = 109 7x – 8
3x + 5y = 50 — (2) 21x – 44
=
5 × (1): 5x + 5y = 70 — (3) 7x – 8
(3) – (2): Mode = 2
(5x + 5y) – (3x + 5y) = 70 – 50 21x – 44
\ =2
7x – 8
5x + 5y – 3x – 5y = 20
21x – 44 = 2(7x – 8)
2x = 20
21x – 44 = 14x – 16
x = 10
7x = 28
Substitute x = 10 into (1):
x = 4
10 + y = 14
(ii)
y = 4 Number of books 0 1 2 3 4 5 6
\ x = 10, y = 4 Number of students 5 2 6 4 2 0 1

(b) (i) Total number of data = 50
Total number of data = 7(4) – 8
50 + 1
Middle position
= = 20
2
= 25.5th position 20 + 1
Middle position
=
2
\ Median = mean of the data in the 25th and the 26th position
= 10.5th position
2+2
= \ Median = mean of the data in the 10th and the 11th position
2
=2 2+2
=
2
(ii) Mode = 2
=2
(c) Number of years with at most p major hurricanes = 36% × 50
36
= × 50 Review Exercise 4
100
= 18 8 + 11 + 14 + 13 + 14 + 9 + 15
1. (a) Mean =
Since 5 + 13 = 18, 7
\ p = 1 84
=
17. (a) Mean = 2.2 7
4 × 0 + 6 ×1+ 3× 2 + x × 3+ 3× 4 + 2 × 5 = 12
= 2.2
4 + 6+ 3+ x + 3+ 2 Total number of data = 7
6 + 6 + 3 x + 12 + 10 7 +1
= 2.2 Middle position =
x + 18 2
3x + 34 = 2.2(x + 18) = 4th position
3x + 34 = 2.2x + 39.6 Rearrange the numbers in ascending order,
0.8x = 5.6 8, 9, 11, 13, 14, 14, 15
x = 7 \ Median = data in the 4th position
(b) Total number of data = 4 + 6 + 3 + 7 + 3 + 2 = 13
= 25 Mode = 14
25 + 1
Middle position =
2
= 13th position
The median is the data in the 13th position.
The greatest possible value of x occurs when
4 + 6 + (3 – 1) = x + 3 + 2
12 =x+5
\ x = 7
1 88
 88 + 93 + 85 + 98 + 102 + 98 4. (a) (i) h + 800 + 200 + k = 2000
(b) Mean =
6 h + k + 1000 = 2000
564 h + k = 1000
=
6 (ii) h + k = 1000 — (1)
= 94 9h = k — (2)
Total number of data = 6 Substitute (2) into (1):
6 +1 h + 9h = 1000
Middle position =
2
10h = 1000
= 3.5th position
h = 100
Rearranging the numbers in ascending order,
Substitute h = 1000 into (2):
85, 88, 93, 98, 98, 102
9(100) =k
\ Median = mean of data in the 3rd position and 4th position
k = 900
93 + 98
= \ h = 100, k = 900
2
(b) (i)
= 95.5
1000
Mode = 98

Number of donors
800
sum of the 16 numbers
2. Since mean of 16 numbers = 600
16
then sum of the 16 numbers = 16 × mean 400
= 16 × 7 200
= 112
0 A B AB O
sum of the 6 numbers
Since mean of 6 numbers = , Blood type
6
then sum of the 6 numbers = 6 × mean
(ii) Mode = O
=6×2
5. (i) Mean annual increment
= 12 Σ fx
Sum of the other set of 10 numbers = 112 – 12 =
Σf
= 100 2 × 3 + 1 × 4 + 6 × 5 + 1 × 6 + 2 × 7 + 7 × 8 + 1 × 15
=
100 20
Mean of the other set of 10 numbers, x =
10 131
= 10 =
20
3. Since mode = 29 and a < b, = 6.55%
a or b = 29, as 29 will be the value that occurs most frequently. (ii) Total number of data = 20
Total number of data = 10 20 + 1
Middle position
=
10 + 1 2
Middle position =
2 = 10.5th position
= 5.5th position \ Median annual increment
Consider a = 29. = mean of the data in the 10th and 11th position
Rearranging the numbers in ascending order, 6+7
=
22, 24, 24, 25, 28, 29, 29, 29, 34, b 2
\ Median = mean of the data in the 5th position and 6th position = 6.5%
28 + 29 (iii) Modal annual increment = 8%
=
2 6. (a) (i) Mean current
= 28.5 ≠ 27 52 + 68 + 69 + 69 + 70 + 70 + 70 + 71 + 72
Hence, b = 29. + 72 + 72 + 72 + 73 + 74 + 74 + 76 + 76 + 77
Rearranging the numbers in ascending order, + 77 + 77 + 84 + 84 + 85 + 90 + 93
=
a, 22, 24, 24, 25, 28, 29, 29, 29, 34 25
26 + 28 1867
By observation, a = 26, since median = = 27 =
2 25
\ a = 26, b = 29 = 74.68 A

89 1
 (ii) Total number of data = 25 8. (a) Mean number of songs
25 + 1 Σ fx
Middle position =
2 =
Σf
= 13th position
5 × 10 + 12 × 15 + 4 × 20 + m × 25 + 5 × 30
\ Median = data in the 13th position =
5 + 12 + 4 + m + 5
= 73 A 25 m + 460
(iii) Mode = 72 A =
m + 26
(b) The current flowing through 25 electrical conductors ranges 25 m + 460
= 20.25
from 52 A to 93 A. The current is clustered around 68 A to m + 26
77 A. There is an extreme value of 52 A. 25m + 460 = 20.25(m + 26)
7. (a) (i) 21 + x + y = 18 + 17 = 100 25m + 460 = 20.25m + 526.5
x + y + 56 = 100 4.75m = 66.5
x + y = 44 (shown) m = 14
(ii) Mean of the distribution (b) We write the data as follows:
Σ fx
= 10, ..., 10, 15, ..., 15, 20, ..., 20, 25, ..., 25, 30, ..., 30
Σf
21 × 1 + x × 2 + y × 3 + 18 × 4 + 17 × 5 5 12 4 m 5
=
100
21 + 2 x + 3 y + 72 + 85
=
100 Since median = 20,
=
2 x + 3 y + 178 the smallest possible value of m occurs when the median is here.
100
5 + 12 = (4 – 1) + m + 5
2 x + 3 y + 178
= 2.9 17 =m+8
100
m = 9
2x + 3y + 178 = 290
(c) Since mode = 15,
2x + 3y = 112 (shown)
\ greatest possible value of m = 11
(iii)    x + y = 44  — (1)
9. (a)
2x + 3y = 112 — (2) Height (x cm) Frequency
3 × (1): 3x + 3y = 132 — (3) 110 < x < 120 3
(3) – (2):
120 < x < 130 11
(3x + 3y) – (2x + 3y) = 132 – 112
130 < x < 140 13
3x + 3y – 2x – 3y = 20
x = 20 140 < x < 150 3

Substitute x = 20 into (1): (b) (i)
20 + y = 44 14
Number of structures built

y = 24
12
\ x = 20, y = 24
10
(b) (i) Total number of data = 100
8
100 + 1
Middle position = 6
2
= 50.5th position 4

\ Median 2
= mean of the data in the 50th position and 51th position 0 110 120 130 140 150
3+ 3 Height (cm)
=
2
= 3
(ii) Mode = 3

1 90
 (ii) (b) I would report the median score as the median score of 87 is
Height Frequency Mid-value
fx higher than the mean score of 75.8.
(x cm) (f) (x)
110 < x < 120 3 115 345
Challenge Yourself
120 < x < 130 11 125 1375
1. Let the 4 numbers be a, b, c and d, where a < b < c < d.
130 < x < 140 13 135 1755
sum of the 4 numbers
140 < x < 150 3 145 435 Since mean = ,
4
Σ f = 30 Σ fx = 3910 then sum of the 4 numbers = 4 × mean

= 4 × (x + y + 5)
3910
Estimate for the mean height of the structures = = 4x + 4y + 20
30
\ a + b + c + d = 4x + 4y + 20 — (1)
1
= 130 cm Total number of data = 4
3
4 +1
(iii) Percentage of structures shorter than 140 cm Middle position =
2
3 + 11 + 13 = 2.5th position
= × 100%
30 Arranging the numbers in ascending order,
27 a, b, c, d
= × 100%
30 Median = mean of the data in the 2nd position and 3rd position
= 90% b+c
=
65 + 95 + 32 + 96 + 88 2
10. (a) (i) Mean score of team Cheetah =
5 b+c
\ = x + y — (2)
376 2
=
5 Since mode = x,
= 75.2
x occurs twice. x cannot occur 3 times because median
50 + 90 + 65 + 87 + 87
Mean score of team Jaguar =
5 x+x
= = x ≠ x + y.
379 2
=
5 Since the 4 numbers are whole numbers,
= 75.8 \a=b=x
90 + 85 + 46 + 44 + 80 Substitute b = x into (2):
Mean score of team Puma =
5 x+c
=x+y
345 2
=
5 x + c = 2x + 2y
= 69 c = x + 2y
I would join team Jaguar as the team has the highest mean Substitute a = b = x and c = x + 2y into (1):
score. x + x + x + 2y + d = 4x + 4y + 20
(ii)
Total number of data = 5 d + 3x + 2y = 4x + 4y + 20
5 +1 d = x + 2y + 20
Middle position =
2 \ The numbers are x, x, x + 2y, x + 2y + 20
= 3rd position
1 1
Rearranging the scores of team Cheetah, 2. a + b = 13 – e — (1)
2 2
32, 65, 88, 95, 96 1 1
Median score of team Cheetah = data in the 3rd position c + e + f = 8 – b – d — (2)
2 2
= 88 (1) + (2):
Rearranging the scores of team Jaguar, 1 1 1 1
a + b + c + e + f = 13 – e + 8– b–d
50, 65, 87, 87, 90 2 2 2 2
Median score of team Jaguar = data in the 3rd position 1 1 1 1
a+ b + c + e + f = 21 – b – d – e
= 87 2 2 2 2
Rearranging the scores of team Puma, a + b + c + d + e + f = 21
44, 46, 80, 85, 90 a+b+c+d+e+ f
Mean of a, b, c, d, e and f =
Median score of team Puma = data in the 3rd position 6
= 80 21
=
I would join team Cheetah as the team has the highest 6
= 3.5
median score.

91 1
3. Given: There are 3 (and only 3) boys with a height of 183 cm and
one (and only one) boy with a height of 187 cm.
sum of the heights of the 9 boys
Since mean = ,
9
then sum of the heights of the 9 boys = 9 × mean
= 9 × 183
= 1647 cm
Since 3 boys have a height of 183 cm, and the tallest boy has a height
of 187 cm,
Sum of the heights of the remaining boys = 1647 – (3 × 183) – 187
= 1647 – 549 – 187
= 911 cm
Total number of data = 9
9 +1
Middle position =
2
= 5th position
Median = 183 cm and this data is in the 5th position.
Since mode = 183 cm, it occurs 3 times. And the other heights can
occur at most 2 times.
We let the heights of 4 boys be 186 cm, 186 cm, 185 cm and
182 cm.
Least possible height of the shortest boy
= 911 – 186 – 186 – 185 – 182
= 172 cm
Check:
Rearranging the heights of the 9 boys in ascending order:
172, 182, 183, 183, 183, 185, 186, 186, 187
172 + 182 + 183 + 183 + 183 + 185 + 186 + 186 + 187
Mean =
9
1647
=
9
= 183 cm
Median = data in the 5th position
= 183 cm
Mode = 183 cm

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